Week 18: Inclusive Assessment Strategies


Learning Objectives:
1. Explain the key principles of inclusive assessment.
2. Recommend and justify appropriate strategies, inclusive and learning assessment.
3. Analyse a an example of challenging learner behaviour, recommending on on ‘Intervention Strategy’.
Challenge – Apply a range of differentiated approaches to promote learner wellbeing and development.

The opening exercise was to ask us what are the ‘6 Principles of Assessment’; this was easier for the learners who had just recently completed their level 3 or 4 diploma, yet for those who have come from industry or like myself, completed the PTTLS in 2008, it was a brain stretcher. To aid the class, six of us were given a piece of paper with one of the six answers on it. This starter exercise got us to discuss the various elements that need to be taken into consideration during any assessment activity. They are as follows:

1. Authentic – You need to ensure that all work submitted for assessment is original and has been produced by the learner. Checks need to be in place to spot any forms of plagiarism; this can be addressed through the learner using correct referencing techniques, which is to be accompanied by an appropriate bibliography. In some disciplines, supporting artefacts need to be produced to evidence the learners work, such as photographs of items produced as part of coursework (brick laying).

2. Current – The work produced needs to be current and inline with the awarding body’s standards and in some cases, industry regulations. It was discussed, that dependent on the subject, this can fluctuate; the arts being a prime example, where the use of industry standard equipment ICT is not always a requirement. It is feasible that a learner could pass, using outdated software and ICT resources, because they have fulfilled the more academic guided, learning outcomes.

3. Fair – With any form of assessment the lecturer/assessor needs to be completely objective in their approach, no personal views or feelings should be present. If this occurs it could lead to discrimination and inequality, which violates the very Fundamental British Values we strive to instill to our learners. This is another reason why there are stringent assessment systems in place; from Internal Moderation to External Moderation and sampling, the work should be rigorously checked to ensure objectivity has been applied.

4. Reliable – The entire assessment process needs to conform to professional standards, where a fundamental part is having a consistent approach to assessment strategies. With any summative assessment, the marking should be turned around in a timely manner; coupled with the feedback and feedforward being legible to an appropriate standard/level.

5. Sufficient – The material submitted, needs to be of a suitable quality/quantity in order to achieve a fair assessment. Dependent on the parameters of the course and differentiated inclusive methods in place, the evidence could be collated at various points; these are not limited, but can include, group discussions, tutorials, self-evaluations, blog journals etc.

6. Valid – Are the tests/methods of assessments appropriate for the course? The assessment processes should be inline with the subject or qualification; clear guidance on what is to be assessed and that the learner’s work is relevant and that it follows the assessment criteria. If work is inappropriate, then the grade criteria can be referenced to clearly point out to the learner where the artefacts fail to meet the specs.

An important area to be aware of, is data found on the course unit handbook. Previous scenarios were given, where entire classes failed to achieve their qualification due to working to an incorrect course. Therefore, it is paramount that the title, start date, end date, credit allocation, guided learning hours and the most important piece of data, the ‘qualification code’, is all checked and confirmed that it is the current material to work to; if not, then all that hard work could be for nothing!

The following book was recommended to us regarding class behaviour; this is something I will investigate as my current strategy regarding mobile phones is not effective, I may as well be speaking a drunken version of Esperanto to the learners!


The primary activity of the session was covering learning objectives 1 & 2, this was done by a group scenarios where we had to start planning our assessment strategies for the term. In two groups we formulated various methods of inclusive assessment methods; these ranged from ensuring that appropriate resources were in place to facilitates the different learners needs to making reasonable adjustments to the assessment criteria.

Towards the end, we played a mobile phone based quiz via a website called Kahoot, this was quite good as a method of recapping and assessing our learning. Through the competitive nature of the game, all learners participated, with some mixed and interesting results. I will look into this as a method of working my mobile phone obsessed learners.

• Start cross mapping unit 12 with my completed coursework.
• Continue working on the assessment leaflet for Learning Outcome 03 for UET3 & UET4


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