Guide to Inclusive Assessment Conditions Design

This guide aims to help educators design and implement inclusive assessment conditions that align with legislative requirements, UDL principles, and ABP assessment policies and practices. It also highlights simple changes that can be made to assessment conditions in line with advice from the Centre for Teaching and Learning at Oxford University.

Legislative and Policy Context

Legislative Requirements:

  • Disability Standards for Education (DSE) 2005: Ensure reasonable adjustments and equal access for students with disabilities (Australian Government, 2005).
  • Disability Discrimination Act (DDA) 1992: Prevent discrimination and adopt inclusive practices in assessments (Australian Government, 1992).

University Policies:

  • Assessment and Results Policy (MPF1326):
    • Fixed Components (4.43): Type, length, timing, weighting, and hurdles must be published in the Handbook (University of Melbourne, 2022).
    • Variable Components (4.44-4.45): Brief, format, style, due date, penalties, etc., must be published in the subject outline (Canvas) within the first two weeks or first quarter of teaching (University of Melbourne, 2022).

ABP Subject Coordinator Handbook:

  • Subject offerings must reflect what is published in the Handbook (University of Melbourne, 2024).
  • Changes to variable components for Semester 2, 2024 subjects can be made, and for 2025 subjects, final submission for minor changes is due by 4 September 2024 (University of Melbourne, 2024).

Applying UDL Principles to Assessment Conditions

Multiple Means of Representation:

  • Provide clear instructions and guidelines in various formats (written, digital, audio) to support diverse learners (Centre for Teaching and Learning, Oxford University, 2023).
  • Use straightforward and accessible language to describe assessment conditions (CAST, 2018).

Multiple Means of Action and Expression:

  • Allow students to use different methods and tools to complete their assessments (Centre for Teaching and Learning, Oxford University, 2023).
  • Provide alternative options for demonstrating knowledge and skills (CAST, 2018).

Multiple Means of Engagement:

  • Create an inclusive environment by ensuring assessment conditions are flexible and accommodating (CAST, 2018).
  • Use a variety of assessment methods to keep students engaged and motivated (University of Melbourne, 2022).

Simple Changes to Assessment Conditions Design

Clear Instructions:

  • Ensure assessment instructions are detailed, clear, and accessible in multiple formats (University of Melbourne, 2022).
  • Use examples and templates to illustrate expectations (CAST, 2018).

Flexible Conditions:

  • Allow for flexible assessment conditions, such as extended time, alternative formats, and different settings (CAST, 2018; Centre for Teaching and Learning, Oxford University, 2023; Bunbury, 2020).
  • Provide options for both in-person and remote assessments to accommodate diverse needs (CAST, 2018).

Supportive Environment:

  • Ensure a supportive environment by offering additional resources, such as assistive technologies and quiet spaces (CAST, 2018; Tai, 2023; Stentiford & Koutsouris, 2021).
  • Provide ongoing support through office hours, discussion boards, and feedback sessions (University of Melbourne, 2022; Cameron et al., 2019).

Specific Examples of Inclusive Assessment Conditions Design

Example 1: Take-Home Exams

  • Learning Outcomes: Assess students' ability to apply knowledge in practical scenarios.
  • Conditions:
    • Provide a 48-hour window for completion to accommodate different schedules and needs.
    • Allow access to course materials and online resources.
  • UDL Application: Offer clear instructions, flexible timing, and access to necessary resources (CAST, 2018; Bunbury, 2020).

Example 2: Oral Presentations

  • Learning Outcomes: Evaluate students' communication skills and understanding of course content.
  • Conditions:
    • Allow students to choose between live presentations or pre-recorded videos.
    • Provide options for individual or group presentations.
  • UDL Application: Offer multiple formats and allow students to choose the method that best suits their strengths (CAST, 2018; Centre for Teaching and Learning, Oxford University, 2023; Tai, 2023).

Implementation Timeline

For Semester 2, 2024:

  • Adjust variable components based on feedback and UDL principles. Publish changes on Canvas within the first two weeks of teaching (University of Melbourne, 2022).

For 2025:

  • Submit changes to fixed components by 4 September 2024 for inclusion in the Handbook (University of Melbourne, 2024).
  • Finalize and publish adjustments to variable components at the start of the semester (University of Melbourne, 2022).

Summary & References

Designing inclusive assessment conditions involves clear communication, flexibility, and providing a supportive environment. By adhering to legislative requirements, applying UDL principles, and following university policies, educators can create assessment conditions that allow all students to demonstrate their knowledge and skills effectively.

By following this guide, educators can design inclusive assessment conditions that align with best practices and create a supportive learning environment for all students.