Inclusive Assessment Adjustments Table

Benefit to students: Ensures understanding of learning objectives.

Benefit to teachers: Enhances clarity and focus of assessments.

Contextual Advice:

• Align assessments with course objectives by the ABP's final submission date for Handbook changes.
• Use Canvas to map learning outcomes to specific assignments and assessments once the semester starts.

Benefit to students: Ensures fairness and inclusivity in assessments.

Benefit to teachers: Promotes accurate evaluation of student knowledge and skills.

Contextual Advice

• Include flexible procedures by the final submission date for Handbook changes.
• Implement flexible methods and publish details within the first two weeks of teaching.

Benefit to students: Supports diverse learners and reduces stress.

Benefit to teachers: Comprehensive assessment of abilities and reduced risk of burnout.

Contextual Advice:

• Outline diverse assessment types by the submission date for Handbook changes.
• Offer different formats and methods in Canvas, detailed within the first two weeks of teaching.

Benefit to students: Provides fair assessment process.

Benefit to teachers: Enhances accuracy and fairness in grading.

Contextual Advice:

• Ensure assessments evaluate learning outcomes by the submission date for Handbook changes.
• Focus on learning outcomes and provide accommodations, publishing details within the first two weeks of teaching.

Benefit to students: Ensures equitable access and additional time.

Benefit to teachers: Reduces need for ad-hoc requests and ensures consistency.

Contextual Advice:

• Clearly state extension policies.
• Update deadlines and extension requests, publishing details within the first two weeks of teaching.

Empirical Evidence: Improved performance under adjusted conditions (Johnson et al., 2018).

DSE 2005: Part 5, Section 5.2.

DDA 1992: Section 22.

UDL: "Minimise threats and distractions" (UDL Principle III, Guideline 7.3).

Disability and Neurodiversity: Supports diverse needs such as anxiety and sensory processing issues.

Benefit to students: Inclusive environment for optimal performance.

Benefit to teachers: Enhances reliability of exam results.

Contextual Advice:

• Outline process for requesting altered exam conditions.
• Include options for alternative conditions in Canvas exams, publishing details within the first two weeks of teaching.

Benefit to students: Measures understanding and skills, not format.

Benefit to teachers: Accurate assessment of knowledge through diverse expression methods.

Contextual Advice:

• State availability of multiple formats.
• Provide guidelines and options in Canvas, publishing details within the first two weeks of teaching.

Benefit to students: Supports incremental learning and effective workload management.

Benefit to teachers: Allows ongoing assessment and feedback.

Contextual Advice:

• Break down large assignments in course outlines.
• Use Canvas modules to manage smaller tasks, publishing details within the first two weeks of teaching.

Empirical Evidence: Ongoing feedback supports improvement (Hattie & Timperley, 2007).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for self-regulation" (UDL Principle III, Guideline 9).

Disability and Neurodiversity: Helps students with learning disabilities improve incrementally.

Benefit to students: Enhances learning through continuous feedback.

Benefit to teachers: Provides insights into progress, allowing timely interventions.

Contextual Advice:

• Emphasise formative assessments in course designs.
• Use Canvas for regular formative assessments with immediate feedback, publishing details within the first two weeks of teaching.

Empirical Evidence: Reinforces learning and supports retention (Biggs & Tang, 2011).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for comprehension" (UDL Principle I, Guideline 3).

Disability and Neurodiversity: Helps students with organisational challenges and those benefiting from routine.

Benefit to students: Enhances coherence and continuity in learning.

Benefit to teachers: Simplifies course planning and ensures logical integration.

Contextual Advice:

• Ensure assignments align with course structure.
• Use Canvas to mirror course outline, ensuring assignments follow the structure and publish details within the first two weeks of teaching.

Empirical Evidence: Reduces ambiguity and clarifies expectations (O’Donovan et al., 2008).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for executive functions" (UDL Principle II, Guideline 6).

Disability and Neurodiversity: Reduces anxiety by clarifying requirements.

Benefit to students: Provides transparency and helps students understand expectations.

Benefit to teachers: Reduces student inquiries and requests for clarification.

Contextual Advice:

• Clearly outline criteria and resources.
• Use rubrics and assignment instructions in Canvas to provide clear criteria and links to resources, publishing details within the first two weeks of teaching.

Empirical Evidence: Critical for improvement and learning (Hattie & Timperley, 2007).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for self-regulation" (UDL Principle III, Guideline 9).

Disability and Neurodiversity: Helps students with disabilities understand performance and improvement areas.

Benefit to students: Encourages continuous improvement and supports learning.

Benefit to teachers: Allows effective and targeted teaching.

Contextual Advice:

• State importance of timely feedback in course policies.
• Use Canvas feedback features to provide timely comments, publishing details within the first two weeks of teaching.

Empirical Evidence: Focus on content quality (Graham & Perin, 2007).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22. UDL: "Provide options for expression and communication" (UDL Principle II, Guideline 5).

Disability and Neurodiversity: Benefits students with language-based learning disabilities.

Benefit to students: Ensures assessments measure content knowledge rather than mechanics.

Benefit to teachers: Focuses grading on substance, providing a clearer picture of understanding.

Contextual Advice:

• Include policies on leniency for spelling/grammar for documented needs.
• Adjust grading rubrics to focus on content quality for students with approved accommodations, publishing details within the first two weeks.

Empirical Evidence: Improves accessibility and performance (Dell et al., 2017).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Optimise access to tools and assistive technologies" (UDL Principle II, Guideline 4.2).

Disability and Neurodiversity: Tools like screen readers and speech-to-text help students with disabilities.

Benefit to students: Enhances accessibility and demonstration of knowledge.

Benefit to teachers: Facilitates equitable assessment by providing necessary tools.

Contextual Advice:

• Specify availability and support for assistive technologies.
• Ensure compatibility with assistive technologies and provide support guides, publishing details within the first two weeks of teaching.

Empirical Evidence: Improves accessibility for hearing impairments (Burgstahler, 2020).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for perception" (UDL Principle I, Guideline 1).

Disability and Neurodiversity: Helps students with hearing impairments and those who process information better through reading.

Benefit to students: Ensures all students can access video content and fully participate.

Benefit to teachers: Increases accessibility of course materials, enhancing engagement and outcomes.

Contextual Advice:

• State requirement for captions/transcripts in materials.
• Use video captioning/transcription tools to ensure accessibility, publishing details within the first two weeks of teaching.

Empirical Evidence: Personalised support enhances understanding and performance (Carless, 2015).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Optimise individual choice and autonomy" (UDL Principle I, Guideline 7.1).

Disability and Neurodiversity: Beneficial for students needing additional help understanding material or requirements.

Benefit to students: Provides targeted support and addresses specific challenges.

Benefit to teachers: Allows personalised interaction, helping identify and address individual learning needs.

Contextual Advice:

• Include information on requesting individual consultations.
• Use Canvas scheduling tools for individual consultations, publishing details within the first two weeks of teaching.

Empirical Evidence: Helps understand expectations and standards (Sadler, 1989).

DSE 2005: Part 6, Section 6.2.

DDA 1992: Section 22.

UDL: "Provide options for comprehension" (UDL Principle I, Guideline 3).

Disability and Neurodiversity: Reduces anxiety and clarifies requirements for success.

Benefit to students: Helps understand assessment standards and improve quality of work.

Benefit to teachers: Clarifies grading criteria, reducing ambiguity and potential disputes over grades.

Contextual Advice:

• Include examples of rubrics and exemplars in course outlines.
• Upload rubrics and exemplars to Canvas, publishing details within the first two weeks of teaching