Inclusive assessment
Ann Ord and Wendy O'Neill

Introduction
This resource will discuss the recent evolution of inclusive assessment in higher education, from the era of “physical adjustment” through to “flexible assessment”. 

Context
The University’s Learning and Teaching Enhancement Strategy (2010-14), in line with the University’s Strategic Plan, aims to “Foster an engaging and inclusive learning environment” (Overarching objective 02. ).

The aim to ensure that “groups of students with differing entry characteristics should be indistinguishable from one another in their achievements on and following graduation” requires that “the strategy (must) be inclusive in its realisation if it is to succeed”.

Support for students is crucial and, given the diversity of the student community, is complex. Enhancement activity, therefore needs to reflect changing student needs, evolving understandings and new contexts and new opportunities.”

Assessment is one focus of the University Priorities in 2011/12 and developments are taking place in many aspects of this, including feedback turnaround times, e-submission and computer based assessment. Inclusion is an aspect of assessment which is considered in all assessment developments.

In light of the changing profile of the university population, through the widening participation agenda, it is incumbent  upon the university to continually review its approach to assessment. The QAA has published a Code of practice for disabled students(March 2010) and the University’s response has been to identify inclusive assessment as an area for development. The aim of this resource is to provide options and possibilities to enable colleagues to consider and make realistic amendments to the way they approach assessment.

Part 4 of the Disability Discrimination Act 2004 (DDA) “shifts the emphasis from retrospective individual action to tackle discrimination towards an anticipatory and proactive problem solving approach”. The NTU guidance note (approved June 2011) states that "Whilst legal compliance remains essential, promoting inclusive practice represents a key conceptual change - to move away from considering inclusion as a legal duty and towards providing an enabling environment for all students". 

Other resources in this section:
Defining inclusive assessment
Projects and related resources: links to other HE institutions and their work on inclusion
Hints and tips: presentations from the Higher Education Academy and other HE institutions
Inclusive assessment toolkit