Guide to Inclusive Assessment Timing Design

This guide aims to help educators design inclusive assessment tasks that align with legislative requirements, UDL principles, and ABP assessment policies and practices. It also highlights simple changes that can be made to assessment task design 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 Tasks

Multiple Means of Representation:

  • Offer instructions in various formats (written, audio, visual) to cater to different learning styles (CAST, 2018; Centre for Teaching and Learning, Oxford University, 2023).
  • Use clear and accessible language, and provide glossaries for complex terminology (CAST, 2018).

Multiple Means of Action and Expression:

  • Allow students to choose from multiple formats to demonstrate their understanding (e.g., essays, presentations, projects) (CAST, 2018; Centre for Teaching and Learning, Oxford University, 2023).
  • Provide templates and examples to guide students in their chosen format (CAST, 2018).

Multiple Means of Engagement:

  • Incorporate real-world problems and scenarios to make tasks relevant and engaging (CAST, 2018).
  • Allow for collaborative projects where students can work in groups and learn from each other (University of Melbourne, 2022).

Simple Changes to Assessment Task Design

Task Clarity:

  • Ensure that assessment tasks are clearly defined with explicit instructions and expectations (CAST, 2018; Tai, 2023).
  • Break down tasks into manageable steps, providing intermediate deadlines and checkpoints (Centre for Teaching and Learning, Oxford University, 2023).

Flexibility and Choice:

  • Offer multiple options for completing a task (e.g., written report, video presentation, podcast) (CAST, 2018; Bunbury, 2020).
  • Allow students to propose their own formats for demonstrating their understanding, subject to approval (CAST, 2018).

Accessibility and Support:

  • Ensure all materials are accessible to students with disabilities (e.g., use of assistive technology, captioned videos) (CAST, 2018).
  • Provide additional support resources, such as office hours, discussion boards, and study groups (Cameron et al., 2019).

Specific Examples of Inclusive Assessment Task Design

Example 1: Research Project

  • Learning Outcomes: Conduct independent research, analyse data, and present findings.
  • Task Options:
    • Written report (2000 words)
    • Oral presentation (10 minutes)
    • Multimedia project (e.g., video, infographic)
  • UDL Application:
    • Provide instructions in multiple formats.
    • Offer examples and templates for each format.
    • Allow students to choose their preferred method of presentation (CAST, 2018).

Example 2: Reflective Journal

  • Learning Outcomes: Reflect on learning experiences and personal growth.
  • Task Options:
    • Written journal entries (500 words each)
    • Audio recordings (5 minutes each)
    • Visual diary (e.g., drawings, photos with captions)
  • UDL Application:
    • Use clear and accessible language in instructions.
    • Provide flexibility in the format of journal entries.
    • Include prompts to guide reflections and ensure consistency (CAST, 2018; Stentiford & Koutsouris, 2021).

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 tasks involves clear communication, flexibility, and accessibility. By adhering to legislative requirements, applying UDL principles, and following university policies, educators can create tasks that allow all students to demonstrate their knowledge and skills effectively.

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