When a student enters University, it is imperative that they are provided with information regarding the assessment strategies employed at each stage of the programme they are going to take. When planning assessment give consideration to the following:
- How are all students informed about precisely what is assessed and the process for the assessment? This may include:
- Continuous assessment
- End of course/module/programme examinations
- Assessment tasks and methods
- What will be assessed?
- How will it be assessed? E.g. Essays, reports, dissertations, examinations, oral presentations, group presentations, placement practice, practical tasks and field visits.
- Why will it be assessed this way?
- If required, what alternative arrangements could be made where an assignment/exam is not accessible to a student?
- Example 1 - A student may be unable to participate in oral group presentations but may be able to produce an extended piece of writing in order to meet the learning outcomes.
- Example 2 - A student who has a hearing impairment may need a separate room for the examination
Where can I find more?
Boud, D. (1995) Enhancing Learning Through Self Assessment Kogan Page
What's Happening ...
23 March (10am - 12pm)
Using technology to support inclusive teaching practice
This session will provide you with an opportunity to understand the importance of inclusive learning and teaching practice and how technology can be used to support these approaches. The practical activities will enable you to gain experience of these technologies and the evaluation techniques which can be used to assess their accessibility.
For more information please view our dedicated webpage.