We shared with the sector Salford's approach to developing Inclusive Assessment Principles
Prof Jess Power PFHEA NTF CText FTI FCMI
Associate Pro Vice-Chancellor Learning and Teaching Enhancement, The University of Salford
Delighted to co-present with the wonderful Davina Whitnall and Maggie Scott at AdvanceHE Assessment and Feedback Symposium 2024 | Advance HE
See here for the conference presentation: https://salford-repository.worktribe.com/output/3395117/an-integrated-approach-to-inclusive-assessment
Whitnall, Davina; Scott, Maggie; Prof Jess Power An integrated approach to inclusive assessment. ?AdvanceHE Assessment and Feedback Symposium 2024 virtual 4-11-2024
An integrated approach to inclusive assessment:
Overview:
The values of an inclusive approach to assessment design enhance learning and can lead to improved outcomes, enriching lives. At Salford, we support an intentionally inclusive approach to learning and teaching through principle-based frameworks. Recognizing the diverse learning needs of our students ensures that all have the opportunity to succeed and reach their full potential. Grounded in evidence from internal projects, strong NSS assessment and feedback results and sector best practices, we share our five inclusive assessment principles that underpin Salford’s approach to inclusive assessment and feedback design.
Abstract
This presentation explores the co-creation and development of inclusive assessment and feedback principles tailored to the University of Salford context. Emphasizing co-creation and inclusivity, we delve into designing programme-level assessments and creating authentic tasks that prepare learners for future challenges. Drawing on key literature, such as Hattie and Timperley’s feedback model1 and Nicol and Macfarlane-Dick’s formative assessment principles2, we discuss innovative strategies to address the evolving demands of higher education.
Recognising the importance of embedding Equality, Diversity, and Inclusion in assessment and feedback processes, we ensure that the lived experiences of learners are central to our approach. We present how we embedded collaborative activities, drawing on best practices, to develop a practical, evidence-informed set of five principles to enhance assessment and feedback.
We share:
领英推荐
·?????? Our approach to fostering a supportive and engaging environment to learn from institutional best practice.
·?????? Our approach to gathering sector best practice in the context of cultural inclusivity to devise an intentionally inclusive approach to assessment and feedback.
·?????? The transformation of this learning into actionable insights and strategies to implement inclusive and effective assessment and feedback practices at various institutional levels, from courses to faculty-wide initiatives.
·?????? The institutional impact of these principles and success measures.
?
1: Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. 2: Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. 3: Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
?