1. Striving for inclusivity in curriculum and practice
Professor Pauline Kneale
PedRIO and Teaching & Learning Support
University of Plymouth

2. Change Who can be against excellence in teaching?
TEF Opportunities?
We can control how we engage with excellence;
How do we engage equitably, is congruent with scholarly teaching practices and meeting students needs?

3. Students are changing
The next generation (K) will be different from millennials (Gen Y, born 1980 and 1994) who tend to be more optimistic, versatile and success orientated.
(K- Smartphone generation, Katniss Everdeen, Gig, snowflakes)
Noreena Hertze (interviewing 2,000 teenagers) found:
86% worried about getting a job
77% worried about debt
66% worried about climate change
65% worried about terrorism
17% have considered suicide
4% trust corporations (cf 60% of their parents).

4. Gen K value authenticity, connection and co-creation
‘Members of Generation K increasingly value things they can actively co-create. It is a generation of makers, creators and inventors. Sarah builds her own computers, ... Jake loves making horror films with his pals on his iPhone, today’s teenagers don’t only want to buy stuff, they want to imprint their voice on products... Producing something themselves has value for this generation. It resonates with their desire to be self-sufficient, and to have physical experiences in a digital world – as well as their desire to have agency and impact.’ ‘Selfie-taking yet unselfish, connected yet lonely, anxious yet pragmatic, risk-averse yet entrepreneurial, Generation K is a distinct cadre, a generation very different from those that preceded them’.

5. The world of work is changing
The world’s largest taxi firm, Uber, owns no cars. The world’s most popular media company, Facebook, creates no content. The world’s most valuable retailer, Alibaba, carries no stock. And the world’s largest accommodation provider, Airbnb, owns no property.
Frey and Osborne have ranked jobs by how likely they are to be automated in the next 20 years… Factors include whether jobs require skills such as creativity and social intelligence beyond robots’ capabilities…[they conclude ]…47 per cent of jobs in the US are “at risk” of automation… accountant, taxation expert and financial technician have at least a 95 per cent chance of automation.
Employees of the future are changing - ‘they increasingly seek jobs which give a sense of purpose, operate meritocraticaly, harness their insights, ideas and curiosity, embody their values and celebrate diversity’ Petter Nylander CEO of Universum

6. Businesses (including Universities) seek graduates that are:
adaptable,
multi-skilled
responsive to change,
able to take on new tasks,
able to work to tight deadlines
willing to keep abreast of technical innovations,
meet the challenge of unforeseen events
able to operate seamlessly in different cultural contexts
prepared for and welcoming of career changes
(in essence) life-long learners.

7. Equality is giving people the same thing(s) Equity is fairness in every situation

9. A challenging journey: addressing myths and developing approaches to inclusion
Difficult territory
Powerful myths about disability, diversity and difference
Concerns about reducing academic standards
Challenges of ‘reasonable adjustments’ given resource restraints
Moving the culture away from a ‘deficit’ notion
Engaging staff and countering resistance
‘Aiming for transformational
inclusive learning that is
equitable’

10. University of West of England
Plymouth issue - Disabled student numbers Mental health Polar Racial Attainment gap
Student numbers
2015/16
University of West of England
University of
Plymouth
Disclosed disability
11%
(n=2912)
14.8%
(n= 3,445)
In receipt of Disabled Students Allowance 4%
9.1%
Total student numbers
27,000
23,155
This will be very different 2016/17 with the reduction of the DSA
1345
Just one aspect of equality
Fairness, equity, in all aspects of delivery
HESA 2015/16

11. Drivers of change
Legal duties –Equalities Act, Anticipatory reasonable adjustments( 2010)
Teaching Excellence Framework (TEF)
QAA: Quality Code B1
Diverse student population –increasing numbers of disabled students
Student experience, progression, retention and the attainment gap
Reduction in the Disabled Student Allowance
Cost of individual adjustments versus inclusive practice
Student voice
Legal duties – Equality Act – anticipatory reasonable adjustment
TEF – inclusive teaching and learning
QAA – Quality Code B1 Programme design development and approval Higher education providers promote inclusive practices in learning and teaching.
Disabled students and non-disabled students are offered learning opportunities that are equally accessible to them, by means of inclusive design wherever possible and by means of reasonable individual adjustments wherever necessary.
University of Plymouth 2016 / % of disabled students approx: 3,400
Costs of MAPS

12. Approaches / Models of Disability
a disadvantage caused by the way society and education is organised ( Hughes & Paterson, 1997)
a normal part of diversity (Swain& French, 2000)
should no longer be seen as problematic but fall along the continuum of learners that share similar challenges to all students in HE (Healey et al., 2006).

13. Inclusive Teaching, Learning & Assessment –is just good practice!
‘Good teaching and learning is inclusive’ (Thomas et al, 2005; Hockings, 2010)
‘ Good teaching should be everyday practice’ (May &Bridger 2010)
‘Teaching which engages students in learning that is meaningful, relevant and accessible to all, embracing the view of individual difference as a source of diversity that can enrich the lives and learning of others’ (adapted from Hockings 2010 )

14. Inclusive practice is not new
SWANDS Project, Waterfield and West (2002) SPACE Project, Waterfield and West (2006)
Contingent approach
offers provision of special arrangements or adjustments within existing systems
Alternative approach
offers different assessment methods as a bolt-on for a minority of disabled students.
Inclusive approach
is designed to ensure accessibility for all students and reduces the need for MAPs.
Its not new at Plymouth - we are good at supporting students now its time to improve assessment
SWANDS, 2002 before SPACE;
SWANDS: South West Academic Network for Disability Support – audit and guidance tool for accessible practice; includes student voices and checklists/questions for different areas, e.g. admissions, fieldwork, assessment, etc.
SPACE – Staff Student Partnership for Assessment Change and Evaluation
Contingent approach = MAP
Alternative, e.g. individual poster assignment instead of group presentation
Inclusive, e.g. students can choose individual poster assignment or group presentation before tutor allocates groups as long as both meet ILOs

15. Flexible inclusive assessment?
Through inclusive design wherever possible, and through individual reasonable adjustments wherever required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement. (QAA (2013) UK Quality Code for Higher Education, Ch B6)
Traditional assessment practices that were once dominated by the unseen examination and the standard essay…have proved unable to capture the range and nature of the diverse learning outcomes now sought from courses.” (Boud & Falchikov,2006)

16. Inclusive student journey
Admissions -realistic (fitness to study/practice issue)
Early identification, communication about students support needs, reasonable adjustments and the Reasonable Adjustment Review Panel (RARP).
Consistent & effective personal tutoring
Effective teaching and post session support
Inclusive assessment & feedback
Field trips/off campus activities, laboratory and practical work
Locating and supporting placements
Employment and advice about further study

17. Student voice: assessment and feedback
‘Feedback is often provided within a matter of hours after sending work off for formative marking, meaning students can improve and work on skills needed continuously’
‘The coursework was outdated, and difficult because it lacked industry relevance’
‘The assessments were vague and unclear leaving me puzzled and confused- I have no idea what makes an A, B or C’.
We need formative assessment at the beginning so we can improve in summative assessments’
‘The coursework guidance was ambiguous’
NSS Comments

18. Reasonable Adjustment Review Panel
The purpose of the panel is to ensure equitable, academically sound and financially viable judgements are made about the levels of additional support funding to be provided for students with disabilities.
The panel considers and makes recommendations on cases where support recommended by a needs assessment would either not be covered by, or would cost more than funding provided by the Disabled Students Allowance ('over and above'), or may be above a level that the University may regard as reasonable.
Need RARP TOR – HO

19. Engaging staff - needs multiple routes
Senior leadership commitment and support
champions in schools and faculties
University-wide procedures (e.g off -campus activities)
Collaboration with academics, Disability Assist & TLS
Presentations at faculty and school meetings, T&L committees and away days
Open workshops, conferences
New staff sessions
Comprehensive resources
The first point has been hard work
SoGEES – talking for over a year especially around Field trips
Processes – flowcharts – Code of practice for Field and off campus activities
Collaboration - key with DAS

20. Monitoring and accountability
Possibly:
Senior member of staff (school / faculty) accountable reporting to an appropriate committee
Retention, progression and achievement data analysis
DLHE data for disabled students
Student voice (NSS, PTES, PRES etc.)
Quality assurance processes – monitoring reasonable adjustments, outcomes of reasonable adjustment review panel.
Complaints and appeals data
This is not undertaken but needs to be for the future

21. Feed-in, feed-forward, feedback model of assessment
Student engagement and learning in assessment can be enhanced through:-
Feed-in
Well designed assessment, briefing & preparation , DLE assessment resources practice papers & sessions, assessment & marking criteria
Feed-forward
Formative ‘feedback’, cues, discussion, mid-way reviews, tutor, peer & self review and feedback
Feedback
end of task & exams, written, verbal, mp3, YouTube, constructive legible feedback use of DLE marks/grades
Learning
Space

22. Planning and implementing flexible, inclusive and innovative assessment
Support at faculty, school, programme & individual level at forums, meetings, away days & events, and with external examiners.
Targeted intervention in programmes and schools with low NSS scores
Working closely with SU, student parliament and course reps
Staff resources

23. Module level: mapping learning outcomes, professional requirements & assessment methods
Formative
assessment
Summative
assessment
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline
Assessment methods
Feedback methods
Deadline

24. Programme mapping: assessment methods
Year:
1/2/3/4/5
MCQ exam
IPSE / OSCE
Case study/ lab report
Essay
Reflective journal
Website/ wiki /podcast
Open book exam
Presentation /viva
Information leaflet
Inclusivity indicator/ risk factors
Skills development
feed-in /preparation
offers progression
feed -forward / feed back
Risk of modified assessment provision
Scheduling bottle- necks
work placed aligned
Communication skills
Professional skills
Example 
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Exercise
Use this gap analysis to review assessment for each year of a programme
Offers risk factors and which modules assess skills development
Rating - Red – Amber – Green

25. Examples of changed practice. ‘authentic’
Education – offers choice of 2 assessment methods Law – fewer traditional exams: a move to open book & seen exams, and short answer. Marine Science – formative peer review of coursework raised marks by one grade Dental School – same day feedback after exams & assessment History – outward-facing authentic assessments Marketing – no traditional exams, authentic assessments e.g. group reports, plans and presentations Navigation & Maritime Science – thorough assessment briefing, revision sessions, 8 hour assignment with a 27 hour time limit; 1.5 hour class tests with the room invigilated for 3hours.
Education
In some modules students develop the assessment criteria and design the assessment methods
Law
The professional body the Solicitors regulation authority (SRA) eliminated the need for unseen exams - and the programme developed more authentic assessment
e.g. assessment brief at 3pm – open book at 10 am – matches workplace practice
History
Instead of just going to the library and writing an essay with the assistance of 15 books
A more curatorial approach is being taken in a number of assessments
Students have to go to the museum and chose an artefact and then write an essay based on the artefact in a historical context
Marketing
Used to have exams and tests now workplace aligned assessments
Navigation and Maritime Science
Assessment briefing and comprehensive assessment information on each module page ( including timing, assessment criteria, referencing guides , practice papers)
27 hour assignment is an accident investigation – each student receives a different accident scenario.

26. Examples of impact of intervention on NSS scores assessment and feedback (2013 -15 )
Accounting & Finance
Dental Surgery
Marketing
Business Management
5.The criteria used in marking have been clear in advance
+20%
+40%
+25%
+27%
6.Assessment arrangements and marking have been fair
+37%
+23%
+39%
7.Feedback on my work has been prompt
+16%
+35%
8.I have received detailed comments on my work
+22%
+15%
+18%
+38%
9.Feedback on my work has helped me clarify things I did not understand
+47%

27. Conducting inclusive exams
Weighting of exams– no more than 50%
Use a range of exam methods (e.g seen, open book, take home etc.)
Signpost support for exam technique sessions
Prepare students for exams -feed-in / feed-forward
Taking the anxiety out of exams through opportunities to practice and rehearse
Ensure students receive feedback after each exam
Offer students the opportunity to type exams and use assistive software (Mogey 2013)
Discuss weighting inequality of 70:30 and 80:20
Advantaging students who have good memory recall and are good at exams and tests
Link back to the Sophie video clip

28. Improved design
Assignments aligned to learning outcomes & assessment criteria
Content: Authentic / Real / Topical
Style: Engaging / engrossing / fun
Style: A range of assessment methods - authentic / work related / few modification implications
Schedule assessments evenly across the year
Offer detailed pre-assessment activities
Offer progression and opportunities to practice
Design inclusive examinations with 50% max weighting
Well written and clearly structured questions
Consider a choice of assessment methods (maximum of 2)

29. Resources to support students and staff

30. Students are changing HE landscape is changing
Difficult territory
Powerful myths about assessment
Disciplinary defences
Pockets of resistance
Transformational learning that is equitable.

31. Where are the inclusivity issues for your programme?
Disability Mental health Polar Racial Attainment gap ?

32. References
Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the experiences of disabled students of learning at university. In Adams, M and Brown, S.(eds) Towards Inclusive Learning in Higher Education: developing curricula for disabled students. Abingdon. Routledge. Hockings . C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. EvidenceNet . HEA York Hughes,B & Paterson,K. (1997) The Social Model of Disability and the Disappearing Body: Towards a sociology of impairment. Disability& Society Volume 12 Issue 3 May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. HEA Thomas, L; May, H; Harrop, H; Houston, M; Knox, H; Lee, M, F; Osborne, M; Pudner, H, & Trotman, C (2005).From the Margins to the Mainstream: Embedding Widening Participation in Higher Education. Disability & Society .Volume 12 Issue 3. Swain,J & French,S. (2000) – Towards an affirmation model of disability. Disability & Society, Volume 15 Issue4.

33. Resources
DfE: ( 2017) Inclusive teaching and learning in Higher Education as a Route to Excellence.
HEA(2012) A Marked Improvement; transforming Assessment in higher Education.
Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University.
University of Plymouth – Inclusive Teaching, Learning & Assessment