Case study: suggesting choice: inclusive assessment processes

Morris, Ceri; Milton, Emmajane; Goldstone, Ross

doi:10.1080/23752696.2019.1669479

Cited by 21 publications

(20 citation statements)

References 14 publications

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“…Forsyth and Evans (2019) explored inclusivity in the context of history and how inclusive assessments could contribute to including all students within the context of widening participation. Jackson (2006), Keating, Sharp and Earle (2000), Zybutz and Rouse (2012), Morris, Milton and Goldstone (2019), and Reason and Ward (2022) focus on the inclusion of students with disabilities. While the authors emphasise different disabilities, like dyslexia or learning disabilities, they all use the social model of disability as the justification and starting point as to why inclusive assessment is necessary: 'either way, we were seeking to operate within a social model of disability and insisting that, like society in general, universities must adapt to enable everyone the opportunity to reach their full potential' (Reason and Ward, 2022, p.139).…”

Section: Findings and Discussionmentioning

confidence: 99%

Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments?

Bain¹

2023

JLDHE

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In recent decades the diversity of university students has increased, and it has been observed that degree results vary between student groups. This degree awarding gap is particularly high between White students on the one hand and Black, Asian, and other ethnic minority students on the other. Assessments are a key aspect of closing the degree awarding gap. A systematic literature review was conducted to explore ‘What makes higher education assessments inclusive?’ and ‘How to design inclusive assessments in higher education?’. 14 articles were qualitatively analysed using Braun and Clarke’s (2006) thematic analysis. Four dominant themes were found in the literature: defining ‘inclusive’, assessment, wider context, and student perspectives. In the literature a clear response to the first research question was found, defining inclusive assessment as the provision of assessments that allow all students to do well without receiving alternative or adapted assessments. The second question proved more difficult to answer. While some aspects of inclusive assessments could be identified, others are still unanswered. The results showed that assessments cannot be planned in isolation but need to be integrated within the wider course design. Only one of the articles included data on student grades and progression. The existing qualitative findings could be enhanced by parallel quantitative data to understand the impact of inclusive assessments on grades and their potential in closing the degree awarding gap. Ultimately, this paper will argue that the current literature concerning inclusive assessment is limited by the lack of data on student attainment.

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Section: Findings and Discussionmentioning

confidence: 99%

Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments?

Bain¹

2023

JLDHE

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“…When it comes to disabled students’ experiences of student-centered forms of assessment (e.g., self- and peer-assessment, portfolios), literature is scarce. Recent contributions have hinted that accessible design, flexibility, and choice of assessment practices benefit disabled students’ learning (e.g., Morris et al, 2019 ; Tai et al, 2021 ). However, how alternative forms of assessment could support inclusion is still largely an unanswered question (Nieminen, 2022 ).…”

Section: Disabled Students’ Experiences Of Assessment and Assessment ...mentioning

confidence: 99%

Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations

Nieminen

2022

High Educ

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This study examines the underlying mechanisms of ableism and disablism in the assessment of student learning in higher education. Globally, higher education institutions rely strongly on assessment accommodations (e.g., extra time in tests) to ensure disabled students’ participation in assessment. This is also the case in Finland. Even though research on disabled students’ experiences of assessment has repeatedly shown that both assessment and assessment accommodations cause barriers for disabled students’ inclusion, critically oriented research on this topic has been scarce. In this study, the frameworks of ableism and disablism are used to unveil how assessment is predominantly designed for “the ideal, able student” and how disabled students are framed as “the Other” through assessment. This work is based on an analysis of 139 disabled students’ experiences of assessment and assessment accommodations as collected through an open-ended, institution-wide survey at a Finnish university. The findings reveal the profound role of assessment in excluding and marginalizing disabled students as unfit to take part in the testing cultures of academia. The accommodation model is shown to hold disabled people responsible for their own exclusion. Disablism is identified in students’ experiences of outright discrimination, such as teachers denying access to assessment accommodations when they are officially granted. This study offers a novel, critical means of discussing assessment from the viewpoints of diversity and inclusion. It also proposes future trajectories for anti-ableist assessment approaches that understand diversity as enriching, rather than obscuring, assessment.

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“…Allowing students to make choices when it comes to assessments (Morris et al, 2019). This need to be balanced with course learning outcomes and accreditation standards.…”

Section: Choices In Course Assessments/ Engagementmentioning

confidence: 99%

Developing a Culture of Caring in Classrooms: Best Practices During a Global Pandemic and Beyond

Krüger

Godley

Heavey

2021

Pedagogy in Health Promotion

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The past year has challenged educators in all directions, from switching courses to an online format overnight to addressing student needs within and outside the classroom, and many external factors have extensively affected student performance and engagement. In the United States, the COVID-19 pandemic and a myriad other sociopolitical movements highlight the need for faculty to go beyond educating and start building deeper connections with students. This article provides a rationale for providing an intentionally supportive classroom environment for public health students and outlines the benefits not only to the students but also to the faculty and institution. Furthermore, this article identifies necessary boundaries to caring, including setting appropriate limits and maintaining professional student–educator relationships. Creating an inclusive and supportive learning environment is important not only for training future health professionals but also for cultivating a culture of caring among the profession.

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Case study: suggesting choice: inclusive assessment processes

Cited by 21 publications

References 14 publications

Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments?

Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments?

Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations

Developing a Culture of Caring in Classrooms: Best Practices During a Global Pandemic and Beyond

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