Inclusive Assessment Workshop plan inclusive assessmentthe online resourcehow can we use it?what next? What is the student experience of text- based assessments? I feel Im being set up to fail. Its like climbing Mount Everest for me. Students like me often dont choose a subject they are interested in to avoid doing an end of session exam. Its just so stressful. The Holy Trinity of academic assessment written assignments, dissertations, exams How about an alternative? Students feelings about non- text-based assessments That would just take all the stress away You could enjoy the course rather than fighting against the system It would be more like real lifeit would help me to develop skills I would need in a job. That would be amazing! Is that really possible? How do we get there? A possible way forward? 1 Assimilation: individual adjustments to standard assessments, e.g.: 25% extra time in exams 2 Alternative provision: alternative assessments only for disabled students, e.g.: presentation in place of essay 3 Inclusive approach: choice and flexibility of assessment methods for all; option of individual adjustments if needed Waterfield and West (2006) barriers to change concerns about equity and quality practical issues understanding students needs awareness of what is possible Practical issues with implementation variety of assessment methods, but limited individual choice? overall range of assessments meets needs of most students across a programme? free choice of assessment methods for all? how to administer and maintain balance? within a module? Our role Increasing understanding of our students needs Developing awareness of what is possible And more? overview of the inclusive assessment debate in HE case studies of good practice from YSJU and other universities links to key resources, policy and legislation the student perspective online resource What now? Would you be interested in using this resource? Could you add to it? Can you see a need for something more, such as a forum or blog? Would you like to be involved? And to finisha question from ADSHE Did you have any light bulb moments? How they can you use what you have learnt in the session to inform future practice and ensure quality? References: Waterfield and West (2006) Inclusive Assessment in Higher Education: A Resource for Change. University of Plymouth. mikejuggins.com