Innovative and Inclusive
Assessment Examples
Dr Geraldine O’Neill
UCD Centre for Teaching and
Learning
What is Inclusive
Assessment?
Thinking about assessment and
the students differently.
http://www.edrobertscampus.org/images/ERC_front.jpg
Inclusive
Assessment
Universal
design refers to the design and
composition of an environment so that
it can be accessed, understood and used
to the greatest extent possible by all
people, regardless of their age, size or
disability.
(Disability Act, 2005)
Disabled Students
All Students
Contingency Approach
“special arrangements” such as
extra time, own room, etc.) which is
essentially a form of assimilation
into an existing system
Inclusive approach
(e.g., a flexible range of assessment
modes made available to all) capable
of assessing the same learning
outcomes in
different ways.
Alternative Approach
(e.g., a viva voce instead of a
written assignment) offering a
repertoire of assessments
embedded into course design as
Innovation
present and future possibilities
for
a minority of disabled students
Systematic Innovation
and Choice for all
SPACE Project: http://www.plymouth.ac.uk/files/extranet/docs/SWA/1.%20Introduction.pdf
Some innovative assessments examples
(Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007)
Thinking critically making judgements
Performing procedures
Critical Incident analysis
Critical evaluation of research literature
Critique of current concern
Reflective Journal writing (Case No 11)
Use of computer software
Using video
Objective Structured Clinical Assessment
Mastery Assessment
Self paced assessment of lab skills
Solving problems/developing plans
Managing/developing oneself
Modified essay question Simulation
Group Poster (Case No 18)
Objective Structured Clinical Assessment
Learning Contracts
The Triple Jump
Portfolios
Self Assessment (Case No 24)
Autobiography
Reflective Journals
Peer Assessment (Case No 13)
Group/Individual Projects
Peer Tutoring
Some innovative assessments examples
(Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007)
Demonstrating knowledge/understanding
Designing/creating
Modified Tutorial Question
Diagram Sheets
Project Report/ Essay
Multiple Choice Questions
Test and Quizzes (Case No 21)
Practical Exams
In-class mini-tests (Case No 9)
Design Projects
Group Projects
Authentic tasks (Case No 1)
Participation in competition
Design and Build project
Learning Contracts
Portfolios
Accessing/managing information
Communicating
Library Research assignment (Case No 3)
Self Assessment Schedule
Developing a Data Base
Peer assessment
Design a web page
Checklist
Self Evaluation
Portfolio
On-line discussion (Case No 2)
Assessing Class Participation
Assessing a Formal Presentation
Posters
Public Displays
One step further ‘Innovative’ and ‘Inclusive
Assessment’ for All students
MODULE ASSESSMENT CHOICE
Learning
Outcomes
OR
Assessment
Criteria
OR
An Example: University of Plymouth
(Eastbrook, Parker & Waterfield, 2005: SPACE project:
http://www.engsc.ac.uk/downloads/pdfs/Resource/assessmentchoice.pdf)
MODULE ASSESSMENT CHOICE
Module:
Behaviour of Structures
(School of Engineering)
End of Module Test
(n= 146 students, 14 disabled
students)
Coursework
or
or
Assessment
Criteria
Portfolio
or
Weekly test
Move, not just to innovative, but to
inclusive assessment
References
Barton, L. (2003) ‘Inclusive Education and Teacher Education – A Basis for Hope or a Discourse of Delusion’,
Professorial Lecture, Institute for Education, University of London
Brown, G., Bull, J., and Pendlebury, M. (1997) Assessing student learning in higher education. London, New
York: Routledge.
Elton, L. and Johnston, B. (2002) Assessment in Universities: a critical review of research Learning and Teaching
Support Network (LTSN) Generic Centre: York
Heywood, J. (2000) Assessment in higher education: student learning, teaching, programmes and institutions.
London: Jessica Kingsley.
Nightingale, P., Te Wiata, I., Toohey, S., Ryan, G., Hughes, C., and Magin, D. (1996) Assessing learning in
Universities. Sydney: University of New South Wales Press.
SPACE Project - Inclusive Assessment (2009) http://www.plymouth.ac.uk/pages/view.asp?page=10494
Accessed April 2009.
Rose, D. and Meyer, A. (2000) ‘Universal Design for Learning’ Journal of Special Education Technology Volume
15 No. 1, Winter 2002
Stuart, M. (2005) ‘What price inclusion? Debates and discussions about learning and teaching to widen
participation’, in Layer, G. Closing the Equity Gap. The impact of widening participation strategies in the UK
and the USA NIACE: Leicester
Talbot, C. (2004) Equality, Diversity and Inclusivity: Curriculum Matters (Staff and Education Association (SEDA)
Special Number 16) SEDA: Birmingham
Waterfield, J., West, R. and Parker, M. (2006) ‘Developing an Assessment Toolkit in Inclusive Learning in
Higher Education’ in (Eds.) Adams, M. and Brown, S. Towards Inclusive Learning in Higher Education:
Developing Curricula for Disabled Students Routledge: London