DESIGNING INCLUSIVE ASSESSMENT – ALIGNING COMMUNICATION
CONTEXTUAL BACKGROUND:
Within the MA Fashion Artefact, I will be taking on the responsibility of Unit leader and re-formulate the brief for UNIT 1 24/25. I see this as an opportunity to consider how to communicate expectations, align feedback, and offer alternative mode of assessment, inclusive for ALL learners.
EVALUATION:
At present assessment for Unit 1 consists of: studio crit, portfolio presentation, 3D prototypes. I question how to support neurodiversity and language challenges through fair assessment. I have historically experienced a student with ADHD, omitting completed work from her portfolio, misunderstanding assessment tasks in the brief. Drawing on constructivist theories of learning (Biggs 2003). I question if the brief could be more accessible, aligning communication of learning expectation to support outcomes. Inclusivity for all students means that alternative assessment task supporting diverse outcomes is offered. ‘The Studio Crit’ potentially offers valuable student learning, but worryingly not positive for all, (Spencer, Williams, 2021). I propose to reposition our Crit as inclusive experience for all.
GOING FORWARD:
De-colonising The brief: – Accessibility to information to students with language challenges, and neurodiverse students with processing issues. – Simple language (personal voice) easily translatable through Ai tools, mitigates misunderstanding. – Instruction written in short sentences with bullet point. Key points highlighted to emphasise importance (facilities Neurodiverse learners – Dyslexia Style Guide, 2023,)
- Visuals and references to consider culturally relevant to the cohort.
- To mitigate ambiguity the assessment task clearly mapped to intended learning outcomes aligned to assessment criteria.
Alternative Assessment Task: As alternative to digital presentation, students can create a blog, a record of continuous learning. This is a far more valid task, and the team will gain Insight to individual learning styles through weekly posts of studio practise, and reflections. Tutors post comments and responsive feedback, fostering on-going support. I believe this builds a valuable record for professional development.
Inclusive Crit: – Students will collaborate to prepare the studio as a pop-up gallery and present 3D work for tutors. Without the formality and digital stress of presentation, the crit will be a lively active space, for peer review and tutor feedback. Student will contextualise their work with a short statement outlining process to outcome. If students feel too anxious, they may choose to pre. record a statement, and answer questions.
- Active Space: Students free to leave, move around the room, crochet, or sketch to facilitate processing and concentration, and wear headphones.
- Alternatively, Crit – (On-Line/in person) offered to students with extreme anxiety, or vulnerable in respect of protected difference (Equality Act 2010)
- Crit support: – Peer mentor session to support presentation skills, self-esteem, build confidence.
ALIGNED FEEDBACK
Recorded Feedback – During the crit students receive verbal feedback, followed by written feedback, that we strive to deliver in a timely way, in practise this is challenging, and invariable students receive information at staggered times. Research shows students want more feedback and immediate feedback (Brook, 2008). I suggest voice to text verbal feedback delivered immediately following the crit. AI translation tools will be supported.
Formatted Feedback: – It is researched that students may not understand feedback received, I believe we can help with ‘feedback literacy’ (Brooks, 2008). At present, 3 tutors deliver feedback in a variation of format and lengths. I propose a’ fair’ formatted assessment feedback (to ensure parody across cohort). Staff collaborate to agree on an aligned marking matrix – directly associated to learning outcomes:
CONCLUSION
Creating an INCLUSIVE Assessment experience is only possible if there is recognition and respect for diversity, alighted communication throughout from brief to completion then feedback becomes the icing on the cake, to encapsulate learning, and facilitates continuous growth.
References:
Baughan,P. (2020) One You Marks: Leaner-focused Feedback Practises and Feedback Literacy. Advance HE, Available at:
https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/advance-he/AdvHE_On%20Your%20Marks_1596460247.pdf (Accessed 26th March 2024).
Brooks, K. (2008). Could do better? Students’ critique of written feedback, University of the West of England, Bristol.
Course Designer: 5, Designing Inclusive Assessments, UAL: The Exchange, Available at:
https://www.arts.ac.uk/__data/assets/pdf_file/0028/190396/Course-Designer-5-Designing-Inclusive-Assessment-PDF-296KB.pdf (Accessed 26th March 2024).
Dyslexia Style Guide, (2023) British Dyslexia Associate, Available at: https://cdn.bdadyslexia.org.uk/uploads/documents/Advice/style-guide/BDA-Style-Guide-2023.pdf?v=1680514568 (Accessed 26th March 2024).
Hamilton L.G, Petty S., Compassionate pedagogy for neurodiversity in higher education: a conceptual analysis: 2024 https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1093290/full
Spencer, G, Williams, R. (2021) ‘Crits and Inclusive Learning at UAL, An Arts SU discussion paper’. Available at:
https://www.arts-su.com/pageassets/campaigns/policy/crits-inclusive-learning/Crits-and-Inclusive-Learning-at-UAL.pdf (Accessed 26th March 2024).