Inclusive learning design to meet the diverse needs of all learners concerns all aspects of learning, from the set-up of the physical and digital space(s) to the module/course ‘content’, ‘delivery’, feedback and assessment.
When it comes to assessments, creating inclusive assessment briefs (the documents used to share the assignment instructions, success criteria and other relevant information) is crucial for ensuring equal opportunities and promoting student success. Rather than the often dry and factual documents used as assessment briefs, by focusing on three key areas— (1) assessment tasks, (2) assessment brief design, and (3) assessment brief delivery—we can enhance assessment briefs, making them more accessible, culturally relevant, engaging, and meaningful for all students (Gilbert and Maguire 2014).
- Assessment Tasks: varied, relevant outputs
To foster inclusivity, teachers/staff facilitating learning should design tasks that allow for multiple means of expression. By accommodating diverse strengths and abilities, students can demonstrate their knowledge through various mediums. Beyond written assignments, other assessment outputs are oral presentations, debates, visual projects, vlogs, podcasts, posters, practical demonstrations and more. Offering choice and flexibility promotes inclusivity by valuing diverse forms of expression which can also prove to be culturally responsive.
In Section 4 of her book Inclusive Learning Design, Rossi (2023) highlights three interrelated approaches to create more inclusive assessment
- ‘Choice, voice and authentic’ – which highlights the way we promote students’ agency through the design of varied outputs, useful beyond the course
- ‘Reflective and formative’ – about developing the key capabilities of self-reflection and self-regulation through formative tasks for students to gauge the quality of their own progress)
- ‘Self-and peer assessment and feedback’ – about developing students’ metacognition, inner feedback voice and peer learning throughout the course, not simply at the end of it.
Try this: rather than presenting the assessment assignment(s) to the students by means of a ‘polished’ assessment brief, co-design or re-design the assessment task(s) with students, especially alumni, to ensure their ‘voice’ feeds into each iteration of the module or course.
2. Assessment Brief Design: accessible and engaging briefs
The design of assessment briefs (the layout and presentation of the actual document shared with students) is paramount to their inclusivity, accessibility and effectiveness. Clear headings, bullet points, and relevant images can aid comprehension for students with different learning needs. Culturally respectful visual elements and multimedia components, such as videos or audio recordings, can foster a sense of belonging as well as engage students with diverse abilities.
Try this: turn the assessment brief content into an infoposter visual ‘re-presentation’ with a time-line (which can be digital and interactive), expected progression and key learning points to support student’s time-management and self-efficacy.
3. ‘Delivery’: briefing the students effectively
The way assessment briefs are introduced and used with students also contributes to their inclusivity. Teachers/staff facilitating learning should strive for clarity and transparency when presenting briefs. Oral explanations, visual aids, and concrete examples help students comprehend expectations and requirements. Once the assessment brief is introduced and discussed, it needs regular revisiting. Ongoing support is crucial to ensure inclusivity and accessibility throughout the learning process. Regular check-ins, clarification sessions, and additional resources can help students overcome any obstacles they may encounter on their learning journey.
Try this: print a few copies of the assessment brief on A3 sheets, hang them around the classroom and ask students in small groups to discuss their understanding of various aspects of the brief, writing questions on post-its which you can then gather and discuss in a plenary. This can also be done in live online lessons using breakout rooms.
Conclusion:
Making assessment briefs more inclusive is essential to enhance students’ self-efficacy and success. By focusing on the assessment brief (1) tasks, (2) design, and (3) delivery, educators can create a learning environment that caters to diverse student needs and fosters inclusivity.
In our live #LTHEchat on Wed 14th June, we are looking forward to participants’ ideas about the three aspects of assessment briefs discussed above.
References:
Gilbert, F. and Maguire, G. (2014). Developing academic communication in assignment briefs to enhance the student experience in assessment: https://assignmentbriefdesign.weebly.com/
Rossi, V. (2023) Inclusive Learning Design in Higher Education – A Practical Guide to Creating Equitable Learning Experiences. London: Routledge
Authors
By Virna Rossi
@VirnaRossi
Virna is Associate Professor at Ravensbourne University London where she leads the PGCert.
A passionate teacher since 1999, she has worked in all educational sectors and has been a teacher educator since 2009. Her research focuses around the challenges of implementing more inclusive learning design and the use of threshold concepts in learning design. She is the author of an innovative book: Rossi, V. (2023) Inclusive Learning Design in Higher Education. London: Routledge. and its companion website: https://inclusivelearningdesign.com/
The live #LTHEchat is in collaboration with:
Alice S. N. Kim (Canada)
@AliceSNKim
Alice is the Managing Director of Teaching and Learning Research In Action, a not-for-profit research organization focused on conducting and publicly disseminating research on teaching and learning. Her research is focused on factors that impact students’ learning trajectories, including application of cognitive learning principles in course design. Her research is focused on factors that impact students’ learning trajectories, including student engagement, and application of cognitive learning principles in course design.
Nokuthula Vilakati (Eswatini)
@NokuthulaVila16
Nokuthula Vilakati is currently undertaking PhD in Education research with the Centre for Innovation in Learning and Teaching, University of Cape Town. Her research focus is on academic staff development in curriculum design for distance and blended learning environments. She works for the University of Eswatini, where she has been part of a team undertaking a cross-national research project on rural student transition into higher education.
Charles Wachira (USA)
@charlestwachira
Charles is the Director of Teaching & Learning at the Johns Hopkins Carey Business School. He focuses on online learning, including course development, program production, and project management. His interests include exploring how education drives technology innovations and the impact that emerging technologies have on teaching, learning, and research.
Rebecca C. Thomas
@rcthomasUEA
Lecturer Academic Practice University East Anglia
Missed the chat?
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#LTHEchat 