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Innovative and Inclusive Assessment Examples Dr Geraldine O’Neill UCD Centre for Teaching and Learning.

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1 Innovative and Inclusive Assessment Examples Dr Geraldine O’Neill UCD Centre for Teaching and Learning

2 What is Inclusive Assessment? Thinking about assessment and the students differently.

3

4 http://www.edrobertscampus.org/images/ERC_front.jpg

5 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) Inclusive Assessment

6 Disabled StudentsAll Students Contingency Approach “special arrangements” such as extra time, own room, etc.) which is essentially a form of assimilation into an existing system Alternative Approach (e.g., a viva voce instead of a written assignment) offering a repertoire of assessments embedded into course design as present and future possibilities for a minority of disabled students SPACE Project: http://www.plymouth.ac.uk/files/extranet/docs/SWA/1.%20Introduction.pdf Innovation Inclusive approach (e.g., a flexible range of assessment modes made available to all) capable of assessing the same learning outcomes in different ways. Systematic Innovation and Choice for all

7 Some innovative assessments examples (Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007) Thinking critically making judgements Critical Incident analysis Critical evaluation of research literature Critique of current concern Reflective Journal writing (Case No 11) Reflective Journal writing (Case No 11) Performing procedures Use of computer software Using video Objective Structured Clinical Assessment Mastery Assessment Self paced assessment of lab skills Solving problems/developing plans Modified essay question Simulation Group Poster (Case No 18) Group Poster (Case No 18) Objective Structured Clinical Assessment Managing/developing oneself Learning Contracts The Triple Jump Portfolios Self Assessment (Case No 24) Self Assessment (Case No 24) Autobiography Reflective Journals Peer Assessment (Case No 13) Group/Individual Projects Peer Tutoring Peer Assessment (Case No 13)

8 Some innovative assessments examples (Nightingale et al, 1996; O’Neill, Huntley-Moore, Race, 2007) Demonstrating knowledge/understanding 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) Test and Quizzes (Case No 21) In-class mini-tests (Case No 9) Designing/creating Design Projects Group Projects Authentic tasks (Case No 1) Authentic tasks (Case No 1) Participation in competition Design and Build project Learning Contracts Portfolios Accessing/managing information Library Research assignment (Case No 3) Self Assessment Schedule Developing a Data Base Peer assessment Design a web page Communicating Checklist Self Evaluation Portfolio On-line discussion (Case No 2) On-line discussion (Case No 2) Assessing Class Participation Assessing a Formal Presentation Posters Public Displays

9 One step further ‘Innovative’ and ‘Inclusive Assessment’ for All students Learning Outcomes Assessment Criteria OR MODULE ASSESSMENT CHOICE

10 An Example: University of Plymouth (Eastbrook, Parker & Waterfield, 2005: SPACE project: http://www.engsc.ac.uk/downloads/pdfs/Resource/assessmentchoice.pdf) Module: Behaviour of Structures (School of Engineering) (n= 146 students, 14 disabled students) Assessment Criteria End of Module Test or Coursework or Portfolio or Weekly test MODULE ASSESSMENT CHOICE

11 Move, not just to innovative, but to inclusive assessment

12 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.http://www.plymouth.ac.uk/pages/view.asp?page=10494 Rose, D. and Meyer, A. (2000) ‘Universal Design for Learning’ Journal of Special Education Technology Volume 15 No. 1, Winter 2002

13 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

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