Criteria 2: Clear Instructions and Focused Assessment Questions

This element refers to the structure, format, and requirements of the tasks that students are asked to complete to demonstrate their learning. Effective and inclusive task design ensures that assessments are aligned with learning objectives, fair, and capable of accurately measuring student knowledge and skills. Inclusive assessment tasks also incorporate a mix of assessment tasks, such as essays, problem sets, and dissertations. This variety ensures that students with different strengths and preferences can demonstrate their learning effectively


UDL Principles

  • Engagement: Diverse and authentic tasks increase student interest and motivation.
  • Representation: Clear instructions and varied formats ensure all students understand and can access the tasks.
  • Action & Expression: Providing multiple ways to complete tasks allows all students to express their knowledge and skills.

  • This example provides an overview of how an assessment can be changed to improve clarity and accessibility. It focuses on offering more detailed instructions, multiple formats and examples to help students better understand the task. Additionally, technical terms are defined, and opportunities for seeking clarification are emphasised to ensure all students can engage with the assessment effectively.

    Considerations

    Are the assessment instructions understandable for all students?

    Additional Considerations:

    Are the instructions available in multiple formats (written, verbal, visual)? Can students easily seek clarification if needed?

    Assignment Before Editing:

    Design a sustainable residential building using passive solar design principles. Your design should maximise natural light and ventilation while minimising energy consumption. Submit your design proposal along with a written report detailing your design decisions and sustainability strategies.

    Assignment After Editing:

    Task: Your task is to create a design proposal for a sustainable residential building that integrates passive solar design principles. Your design should prioritise maximising natural light and ventilation to enhance occupant comfort while minimising energy consumption for heating and cooling.

    Instructions:

    1. Site Selection: Choose a suitable site for your residential building, considering factors such as solar orientation, prevailing winds, and access to public transportation.
    2. Passive Solar Design Principles: Implement passive solar design strategies such as orientation, building massing, shading devices, and thermal insulation to optimise energy efficiency and indoor comfort.
    3. Building Layout: Design the layout of the residential building to facilitate natural ventilation and daylight penetration throughout the living spaces.
    4. Material Selection: Select sustainable building materials with low embodied energy and high thermal performance to enhance the sustainability of your design.
    5. Written Report: Prepare a written report (maximum 1000 words) accompanying your design proposal. The report should include:
      • A description of your design concept and its sustainability objectives.
      • Explanation of passive solar design principles employed in your design.
      • Justification for material selection and its environmental impact.
      • Analysis of anticipated energy performance and potential environmental benefits.
      • Any additional sustainable features or strategies incorporated into your design.

    Examples:

    • A residential building design that utilises passive solar design principles effectively, with clear annotations illustrating solar orientation, shading devices, and thermal mass distribution.
    • A written report accompanying a sustainable building design proposal, demonstrating comprehensive research on passive solar design strategies and their application in real-world projects.

    Technical Terms:

    • Passive Solar Design: Design approach that uses the sun's energy for heating and cooling without mechanical systems.
    • Embodied Energy: The total energy required to produce, transport, and install building materials throughout their life cycle.
    • Thermal Mass: The ability of a material to absorb and store heat energy, contributing to temperature regulation within a building.

    Adjustments made

    1. Clarifications: The edited assessment task provides detailed instructions, examples,   and clarification on technical terms specific to architecture, building, and planning.
    2. Detailed Instructions: The task is broken down into specific steps, including site selection, passive solar design principles, building layout, material selection, and written report requirements.
    3. Examples to Illustrate Expectations: Two examples are provided to demonstrate what a successful design proposal and accompanying report might look like,   offering students clear guidance on the expected level of detail and presentation.
    4. Clarification on Technical Terms: Key technical terms such as passive solar design, embodied energy, and thermal mass are defined to ensure students understand the terminology used in the assignment.
    5. Encouragement for Clarification: The task concludes with an invitation for students to seek clarification if needed, fostering an environment where students feel supported in understanding and completing the assignment effectively.

  • This example highlights how an assessment can be modified to focus on clarity, inclusivity and subject-specific knowledge. The changes reduce unnecessary complexity and eliminate cultural or linguistic biases, ensuring the task is accessible to all students. By simplifying language and allowing flexibility in task choices, the assessment becomes more inclusive and focuses on core learning objectives rather than requiring specialised or background knowledge.

    Consideration:

    Are assessment task questions clear and free of unnecessary complexity and test the students' understanding of the subject matter rather than their language proficiency or cultural knowledge.

    Additional Considerations:

    Are questions reviewed to eliminate cultural or linguistic biases? Do the questions allow all students to demonstrate their knowledge effectively?

    Assignment Before Changes

    Task Description: Students are required to write a detailed report analysing the urban planning strategies of a historical European city. The report should include a discussion of the city's historical context, architectural styles, and urban planning principles, with references to specific historical events and cultural practices.

    Original Assessment Question: "Discuss the urban planning strategies employed in Paris during the Haussmann renovation. Include an analysis of the sociopolitical factors, architectural styles, and urban design principles that influenced the transformation of the city's landscape. How did these changes reflect the broader cultural and historical context of 19th-century France?"

    Issues:

    • The question is complex and assumes prior knowledge of European history and culture.
    • The language is sophisticated and may pose difficulties for students with limited English proficiency.
    • The focus on historical and cultural knowledge may disadvantage international students or those from diverse backgrounds who may not be familiar with the specific context.
    • The question tests cultural knowledge and language proficiency rather than the core subject matter of urban planning principles.

    Assignment After Changes:

    Task Description: Students are required to write a report analysing the urban planning strategies of a city of their choice. The report should focus on the urban planning principles, design elements, and outcomes, without requiring detailed historical or cultural knowledge.

    Revised Assessment Question: "Choose a city and analyse its current urban planning strategies. Discuss the main urban planning principles and design elements that have been implemented. How do these strategies address the needs of the city's population and environment?"

    Revised Learning Outcomes:  

    • Demonstrate understanding of urban planning principles and their application in real-world contexts.
    • Analyse and evaluate the effectiveness of urban planning strategies in addressing contemporary urban issues.
    • Communicate urban planning concepts clearly and effectively in written form.

    Revised Assessment Criteria:  

    • Understanding of urban planning principles (40%): Clearly explains and applies key urban planning concepts.
    • Analysis and evaluation (30%): Provides a thoughtful and well-supported analysis of the city's urban planning strategies.
    • Clarity and organisation (20%): Writes in a clear, concise, and well-organised manner.
    • Use of evidence (10%): Supports analysis with relevant examples and data.

    Improvements:

    • The question is simplified and focuses on current urban planning strategies, making it more accessible to all students.
    • The language is clear and straightforward, reducing potential difficulties for students with limited English proficiency.
    • The task allows students to choose a city they are familiar with, reducing cultural bias and making the assessment more inclusive.
    • The focus is on core urban planning principles rather than cultural or historical knowledge, ensuring that the assessment tests the intended subject matter.