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Case study: suggesting choice: inclusive assessment processes

Morris, Ceri, Milton, Emmajane and Goldstone, Ross 2019. Case study: suggesting choice: inclusive assessment processes. Higher Education Pedagogies 4 (1) , pp. 435-447. 10.1080/23752696.2019.1669479

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Abstract

This project aimed to explore staff and student opinions on the introduction of choice in assessment, drawing upon the principles of Inclusive Pedagogy, Disability Studies and Universal Design. The mixed methods research explored the possibility that students may feel more positively supported during the assessment and feedback process if a range of methods of assessment are available. There was overall support for the proposal, but with some reservations, for example, parity between the different modes of assessment, and student access to different forms of assessment to develop employability skills would need to be planned. Inclusive assessment and feedback processes in Higher Education are essential if the diversity of our students is to be recognised. However, this needs to be balanced with the need to develop a range of life skills. Therefore, choice in assessment methods needs to be designed with clear strategies for skills development, and targeted individualised support.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
ISSN: 2375-2696
Date of First Compliant Deposit: 22 October 2019
Date of Acceptance: 11 September 2019
Last Modified: 30 Nov 2019 07:03
URI: http://orca.cf.ac.uk/id/eprint/126217

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