1. Embedding equality and diversity in assessment and feedback policy and practice Helen Duncan, Equalities and Diversity Adviser Keith Smyth, Professor of Pedagogy

2. Our original aims
1. Review and inform the development of assessment and feedback practice, with a specific focus on accessibility and the scope for alternative assessment practice
2. Provide practice-based academic development opportunities (facilitated via the Learning and Teaching Academy) focused on embedding cultural diversity within the curriculum
3. Review and identify ways to enhance gender representation within science, technology and environment curricula

3. Our intended outcomes
1. Better informed institutional policy and practice, including the new Learning and Teaching Strategy
2. Provision of relevant exemplars and toolkits to guide good practice
3. Enhanced curriculum design and implementation

4. Inclusive assessment and feedback
Why? Alignment between EEDC SEP and current developments and agendas at the university, presenting and ideal opportunity to inform and influence those developments at a level of policy, practice and professional development opportunities

5. Specific ‘work packages’
Gather case studies from sector equalities groups
Map current research findings around inclusive assessment to new institutional assessment resource
Professional development (Deliver three assessment, feedback and feedforward workshops to staff)
Showcase current initiatives and raise awareness of project as part of Equalities and Diversity Day
Develop a potential LTA Scholarship project
Influence emerging strategy and policy

6. institutional resources
Development of
institutional resources

7. Support Portal

8. Assessment Feedback and Feedforward

9. Assessment and feedback resource/

10. Professional development

11. Learning and Teaching Academy

12. Webinars and workshops

13. Equalities Development Day
Online webinar-based symposium Feb 23rd 2017
Digital Inclusion Margaret McKay (Jisc)
Autism Initiatives - Spectrum Support Group at Inverness College UHI, Andrew Denovan (Autism Initiatives)
Access and Inclusion Strategies, Irene Peterson (Acting Vice Principal Further Education, UHI)
Embedding equality, diversity and inclusion in the curriculum Suzanne Marshall (College Development Network)

14. Assessment and feedback symposium
November 15th and 16th
Assessment and feedback symposium

15. Embedding within institutional strategy and policy

17. Learning and Teaching Enhancement Strategy
Establish a ‘common language’ across partnership
Based on focused set of values or ‘precepts’ e.g.
Evidence-based educational practice
Assessment and feedback for learning
Active and creative use of technology
Supporting the student as an individual

18. Assessment and feedback for learning
Assessment practice will be rich and varied, and place an emphasis on students undertaking forms of assessment that present relevant learning opportunities. Formative assessment and feedback should allow students to reflect upon and refine their work, with feed forward opportunities supporting students in making decisions in how they progress within their studies.

19. Where possible assessment should go beyond testing knowledge, skills and understanding and instead present meaningful learning opportunities in the form of practical project work, designs, evaluations, research studies, creative outputs, and other real or realistic tasks and activities.
Formative feedback opportunities should be designed in to every unit or module, and provide students with guidance (to the group or the individual, through pointers or exemplars) which will allow them to gauge their progress and inform their future work.
Establish feedback as a dialogue that supports a student as they progress to each new stage of their studies, e.g. through having the student identify action points from their previous semester’s feedback to discuss with their Personal Academic Tutor at the start of the new semester.

20. Supporting the student as an individual
Our learning, teaching and assessment practices will ensure that all students have the opportunities and support they require to succeed, and that diverse and individual student needs are met through inclusive approaches to curriculum design and delivery, and contextualised personal and professional development.

21. Providing opportunities for students to contextualise their learning to their own interests, culture, geography and aspirations, and to share their own views, examples and experiences in their engagement with their studies, tutors and peers.
Ensuring appropriate and equitable forms of alternative assessment for learners who have individual needs related to disability or other learning support requirements.
Embedding personal and professional development planning activities at key stages throughout a unit, module or programme.

22. Selected implementation objectives
5. Modify the programme approval and re-approval process, specifically so that the learning and teaching section of CUR04 forms require an articulation of which specific values within the strategy apply to programmes and programme schemes, and how they are instantiated within the programmes and schemes in question.
7. Revise the existing Blended Learning Standards into a new Learning Standards which provide specific guidance on designing and facilitating learning and teaching in the areas of practice covered within the values. This also complements an action concerning the further development of the Blended Learning Standards that resulted from the Enhancement Led Institutional Review in 2016.

23. 8. Identify a limited number of units, modules and programmes that can be supported to further embed, between them, a range of the learning and teaching enhancement values with a view to
evaluating evidence of enhanced learning and teaching, and
providing evidence-based exemplars, resources and activities that can be easily adopted or adapted for other units, modules and programmes.

24. Recognising and sharing
good practice

25. ALPINE
Accredited Learning, Professional development and Innovation in Education

26. ALPINE
Fellowship of the Higher Education Academy through our institutional scheme
ALPINE: Accredited Learning, Professional development and Innovation in Education
Allows the university to recognise excellent practice by awarding Fellowships of the Higher Education Academy (HEA)
3 routes to gaining Associate Fellowship, Fellowship or Senior Fellowship of the HEA
Open to any colleagues who deliver, support or lead the development of HE-level learning and teaching
Contact:
Web:

27. Sharing practice and resources

29. External engagement

30. GROWing equality and diversity in assessment and feedback
Helen Duncan
Equality and Diversity Adviser
December 2016

31. July 2016 HEA Conference Cardiff
June 2016 SHE Conference
July 2016 HEA Conference Cardiff
Contributed material on assessment and feedback to College Development Network resources relating to embedding equality and diversity in the curriculum
Journal paper in preparation – ‘Harnessing engagement in a strategic enhancement programme to influence university practice and policy in inclusive assessment’

32. Immediate next steps

33. Key priorities for 2017/18
LTA Scholarship project on inclusive assessment
Revision to Assessment and Feedback Policy to include new guidelines on alternative assessment practice
Continued development of Assessment, Feedback and Feedforward online resource including exemplars
Assessment and feedback symposium Nov 2017
Embedding work for EEDC SEP informs and aligns with evaluation of Learning and Teaching Academy activities and implementation and impact of new LTE Strategy

34. Evaluation measures Achievement of our four (now 6) ‘work packages’
Evidencing engagement in and enhancement of practice through professional development
Increased visibility of good practice (e.g. ALPINE)
Indicators (currently being determined) related to implementation of new Learning and Teaching Strategy for mid-point and end-point evaluation including impact on student experience in relation to each of the twelve enhancement values