Assessment is a central element in the overall quality of teaching and learning in higher education, which has a significant impact on student learning of knowledge and skills, and their application. Well-designed assessment sets clear expectations, establishes a reasonable workload for students and provides opportunities to self-monitor, rehearse, practice, receive feedback, and foster lifelong learning, helping students to gain deep understanding of their subject and developing their capacities to make judgements about their own and others' work.
Inclusiveness for students does not imply simplifying the context within which they learn. Rather, it is about creating opportunities for all students to demonstrate their competence through effective and accessible assessment practices. With both opportunities and challenges equally associated with teaching diverse learners, well-designed assessment as a part of day-to-day learning and teaching activities provides opportunities for steady progress in developing the skills in analysis and synthesis of new information, enabling students to be empowered to control their own learning, be active learners and push the boundaries of their knowledge.
Diverse learners can be defined as learners who are from a variety of backgrounds. Examples of background categories that describe diverse learners are:
Sourced from CIRTL MOOC. (2016, May 5). Introduction to Diversity [Video file]. Retrieved from http://bit.ly/2t2B3rH.
View further details of these individual challenges, or you may like to watch the Assessment for Diverse Learners Part 1 video 6.28 minute.
The following questions won't always apply to all assessment situations but are worth considering when designing assessment.
CIRTL MOOC. (2016, May 5). Introduction to Diversity [Video file]. Retrieved from http://bit.ly/2t2B3rH.