Author: Ann Macfadyen

Information Technology Solutions

Designing inclusive assessments

Inclusive assessment

Consult Programme and module
outcomes
The programme and level outcomes confirm what a student has
demonstrably achieved at their level progression or award stage. Module assessments should assess these.
Consider alternative ways of assessing these outcomes
Explore other forms of assessment that could be used, for example coursework, development of a product with a narrative, presentation, timed activity, case study, literature review, poster, oral examination
Provide clear assessment guidelines
Ensure that students are aware of the requirements of the assessment and published to the students at the start of the module. Explain what is required—a report, essay, narrative, reflection—and explain what structure is required
Consider alternative assessment where required

Break large assessments down
Component parts with staged deadlines can help monitor progress and identify where additional guidance may be helpful
Give supplementary guidance
In addition to the main title, give supplementary questions to guide what areas should be covered
Explain how to judge the academic authority of information sources
Websites may nit be the most reliable source of information. Signpost students to the library resources in Skills Plus
Reduce possibility of plagiarism
Consider using Turnit-in and submission as a PDF file
Vary assessment questions or change question data
Try to introduce an element of individualism—eg an annotated bibliography, an element of reflection?
Use a variety of formative assessment activities across programme modules
Use in-class activities which encourage self and peer assessment
to clarify assessment criteria
Give class feedback through the
e-learning portal
Provide surgeries for students to discuss work in progress
Provide surgeries for students to discuss work in progress
Provide examples of previous student work and feedback