Criteria 4: Language and Cultural Inclusivity

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 demonstrates how an assessment can be refined to ensure inclusive and accessible language for all students. The changes aim to remove potential gendered or culturally biased language while clarifying terms and making the instructions more accessible. By promoting clarity, sensitivity, and inclusivity, the revised task ensures that students from diverse backgrounds and with different levels of language proficiency feel empowered to engage with the assignment.

    Considerations

    Is the language inclusive and appropriate for diverse learners?

    Additional Considerations:

    Are the materials free from gendered or culturally biased language? Does the language in the assessment task respect all students' backgrounds?  Is the assessment task clear and free of ambiguous terms?

    Assignment Before Editing:

    Original Essay Prompt: In this assignment, students are required to analyse the historical significance of iconic architectural landmarks in Australia. Choose two landmarks and discuss their impact on the development of Australian architecture. Your analysis should focus on the architects' design philosophies and construction techniques.

    Revised Assessment Task: Residential Housing Design for a Diverse Community

    Edited Essay Prompt for Inclusivity: "For this assignment, you are tasked with exploring the historical significance of iconic architectural landmarks in Australia. Select two landmarks and examine their influence on the evolution of Australian architecture. Your analysis should delve into the architects' design philosophies and construction methodologies."

    Adjustments

    1. Language Sensitivity: The original prompt assumes a certain level of familiarity with the term "landmarks" and may inadvertently exclude students who are not as familiar with the concept. The edited prompt replaces "landmarks" with "architectural landmarks" to provide clarity and inclusivity.
    2. Gender Neutrality: The original prompt uses the term "architects," which may imply a male-dominated field. The edited prompt replaces "architects" with "the architects" to maintain clarity while avoiding the use of gendered language. This change ensures that all students feel represented and included regardless of gender.
    3. Cultural Sensitivity:  The original prompt does not explicitly acknowledge the cultural diversity of Australia's architectural landscape. The edited prompt adds the modifier "Australian architecture" to emphasise the cultural context and diversity within the field. This change ensures that students are encouraged to explore a wide range of architectural influences and perspectives.
    4. Clarity and Accessibility: Both prompts maintain clarity and specificity in terms of the assignment requirements. However, the edited prompt simplifies language and streamlines instructions to ensure accessibility for all students, including those with varying levels of proficiency in English or students with cognitive disabilities. By making these adjustments, the edited prompt promotes inclusivity, respects diverse backgrounds, and ensures that all students feel welcome and empowered to engage with the assignment.

  • This example highlights how an assessment can be adjusted to promote cultural inclusivity and avoid relying on assumptions or stereotypes. The revised task removes specific cultural references and instead focuses on designing for diverse communities. This ensures that the assessment is accessible to all students, encourages consideration of various cultural practices, and promotes a deeper understanding of inclusivity in the design process.

    Considerations

    Does the assessment task design avoid favouring groups and scenarios that rely on cultural assumptions or stereotypes?

    Additional Considerations:

    Are diverse cultural perspectives integrated into the assessment content? Have assessments been reviewed for potential bias?

    Assignment Before Editing:

    Task Description: Students are required to design a residential housing development for a suburban Australian community. The design should incorporate features typical of Australian suburban living, such as large backyards, barbeque areas, and open-plan living spaces.

    Issues: 

    • The task relies on cultural assumptions about Australian suburban living, which may not be familiar or relevant to all students, especially international students or those from different cultural backgrounds.
    • The focus on specific cultural features such as barbecue areas and open-plan living may not reflect the diversity of living arrangements and cultural practices.
    • This lack of cultural inclusivity could disadvantage students who are not familiar with these assumptions, leading to biased assessments and potential feelings of exclusion.

    Revised Assessment Task: Residential Housing Design for a Diverse Community

    Task Description: Students are required to design a residential housing development for a culturally diverse community. The design should consider various living arrangements, cultural practices, and community needs. Students must research and incorporate design elements that reflect the diversity of the community, including different housing types, communal spaces, and culturally appropriate features.

    Revised Learning Outcomes:  

    • Apply principles of inclusive design to create residential housing that accommodates diverse cultural practices and needs.
    • Conduct research on cultural diversity and integrate findings into the design process.
    • Communicate design ideas effectively,   considering the cultural context and needs of the community.

    Revised Assessment Criteria:  

    • Inclusivity of design (30%): Demonstrates understanding and integration of diverse cultural needs and practices in the design.
    • Research and cultural awareness (30%):   Provides thorough research and evidence of cultural considerations influencing design decisions.
    • Creativity and innovation (20%): Shows originality in addressing the needs of a diverse community while meeting all specified requirements.
    • Communication (20%): Effectively communicates design ideas through visual and written elements, with a clear focus on cultural inclusivity.

    Improvements:

    • The task is now culturally inclusive,   avoiding assumptions about typical living arrangements and instead focusing on accommodating a diverse range of cultural practices.
    • Learning outcomes and assessment criteria explicitly address cultural awareness and inclusivity, providing clear guidelines for students.
    • The task encourages students to research and consider diverse cultural needs, promoting a deeper understanding of inclusivity in design.