MAF #3: Inclusive assessment – and a little problem for the holidays

There are many reasons to consider alternative or inclusive assessments – from the push for more engaging and compelling assessment tasks and modes – you know – tasks that are more exciting than producing a recursive report that mainly regurgitates the course; to designing out or preventing plagiarism; to complying with the law on inclusive practice in re students with disability. This post focusses on the Disability Law in the UK – but the advice, guidance and thought processes provoked are designed to get us all thinking more about what assessment we are setting – and why… WHY do we set an essay or the production of a learning and teaching resource? Why do we require a group presentation or an exam? What are we looking for in both the FORM and CONTENT of the assignment? What knowledge and skills ado we want the students to harness and reveal?

Objectives:

to have considered a range of ways of supporting students (with disabilities) in achieving their potential

to have a clearer understanding of the value of supporting students (with disabilities) through alternative assessment approaches.

Activity: Begin thinking about 'inclusive assessment' - what are your first responses to the pharse: inclusive assessment? What is your understanding of that inclusive assessment? 

How would you define 'inclusive - or exclusive - assessment'?  Have you one or two examples from your own experience that you feel demonstrate either inclusive or exclusive assessment practice particularly well?

Some reading and listening:

First, a blog post from our very own Sandra Sinfield, following her experience of the Discourse, Power and Resistance conference in 2013 – which all variously tackled inclusion: 

http://lastrefugelmu.blogspot.co.uk/2013/04/discourse-power-and-resistance-2013.html

Second, chapter 8 of our University Assessment Framework on 'Assessment for Students with Disabilities', pp. 38-42, covering the legislative context, concepts of 'reasonable adjustments' and 'preventing substantial disadvantage', examples of adjustments for different types of assessment, and the role of the DDS – or the relevant chapter in your own institution’s framework.

Third, do listen to this Hybrid Pedagogy podcast on the role of compassion in assessment: http://www.digitalpedagogylab.com/hybridped/assessment/

 

Disability equality duty

All public sector bodies have the following ‘general duties’:

promote equality of opportunity between disabled people and other

people

eliminate discrimination that is unlawful under the Equality Act 2010

eliminate harassment of disabled people that is related to their disability

promote positive attitudes towards disabled people

encourage participation by disabled people in public life

take steps to take account of disabled people's disabilities, even where that involves treating a disabled person more favourably than other people.

Maintaining academic standards

The Disability Rights Commission DDA part 4, Examinations, pp 6-7:

“The purpose of assessment, whether it is formative or summative, is to determine a student’s academic achievement and skills.  To do this, examinations and assessments must be rigorous regarding standards so that all students are genuinely tested against an academic benchmark. 

But, similarly, if they are to fulfil their purpose, they must also be flexible regarding the model of measurement so that each student has an equal opportunity to demonstrate their [sic] achievement.  In some cases this may mean changing the existing examinations or assessment practices within an institution. 

In all cases it will mean being clear about precisely what is being assessed so that modifications may be made without compromising academic standards…The aim, wherever possible, is to change the delivery or mode of assessment, not to change the way the assessment is marked.”

Assessments fair – but still rigorous!

We need to modify assessments without compromising academic standards:

“the aim is wherever possible to change the delivery or mode of assessment, not to change the way the assessment is marked...”:

all students should be tested against an academic benchmark

assessments must be flexible regarding the mode of measurement - this may mean changing existing assessment practices

what is being assessed must be clear.

Amendment to DDA, 2005

Introduced the concept of ‘competence standards’ – defined as: an academic, medical, or other standard applied by or on behalf of an education provider for the purpose of determining whether or not a person has a particular level of competence or ability...

Competence standards are, effectively, entry and assessment criteria. They must be reviewed from a disability discrimination perspective and must describe relevant and genuine competences that are strictly necessary for programme completion. This will ensure that all students can demonstrate their particular competence or ability in a particular area.

What would be considered to be a competence standard?

For example, the personal ability to perform a particular skill or technique e.g. in:

dentistry or other clinical field...

journalism...

physiotherapy...

translation...

counselling psychology...

There can’t be any adjustments made here, either in the form of, say, extra time or permitting the task to be undertaken by a practical assistant at the student’s direction

What would not be considered to be a competence standard?

Under the terms of the DDA, the following examples are unlikely, in most cases, to amount to competence standards:

being able to cope with the demands of a programme (which might be relevant to some students who have anxiety conditions)

having good health and/or fitness (rather than sufficient health)

specific levels of attendance (although attendance is linked to learning, particularly with reference to practical skills; students need to show how they can “catch up” on such skills following non-attendance)

speaking or writing clearly (unless it is essential to the nature of the work).

Setting a competence standard – a guide:

Identify the specific purpose of the standard.   Apply these questions to the standard:

Does the standard apply to all students?

Does the standard have a legitimate aim?

Does the standard meet the specific purpose?

Does the setting of this standard impact negatively on disabled people? If so, is the application of this standard absolutely necessary?

Is this the only way the purpose can be achieved?

Have you taken account of any changes that may affect this standard (such as changes in technology)

If, after considering all of these questions, the standard is still the only method of achieving the aim set, then it is likely to be objectively justifiable and therefore lawful.

Helping students - setting a task providing:

information about how the task contributes towards the overall objectives for the module

transparent success criteria

clear written instructions

where appropriate, the opportunity to discuss the instructions

prioritised reading lists.

Helping students - completion of task

be pro-active in supporting students...

be approachable and ensure that the student knows who they should contact for assistance

where possible, ensure the student has the opportunity to submit a draft for comment

be aware of the issues faced by the student and be patient.

Useful support materials

clearly written course objectives

assessment criteria for tasks

clear and explicit guidelines to help students achieve success

concise and explicit reading lists

glossaries of key terms (simple, straightforward explanations)

provide diagrammatical models/representations whenever possible.

Types of alternative assessment

option to produce another piece of coursework instead of exam

oral presentations and defences

portfolio development

project development

video diaries

viva voce.

Inclusive learning, teaching and assessment website at Plymouth University:

https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity:

Guidance on how to foster inclusive and engaging teaching and learning

environments

Video case studies of academic and professional staff talking about successful inclusivity initiatives

Videos of our students talking about their study experiences and how they might be improved

Guidance on developing inclusive assessment

Links to key debates, research and resources about inclusive practice in Higher Education.

MAF and the alternative assessment

In our case – we have asked for a multimodal or digital artefact as an alternative to the traditional group presentation…

Activity: and our vacation ‘problem’ is – what specific criteria would you generate for grading the artefact – taking into consideration:

The generic MALTHE grading criteria

The MAF Learning Outcomes

The ‘affordances’ of a multimodal or digital presentation.

EXAMPLES:

Examples of multimodal resources

From #edcmooc:

#EDCMOOC – here’s a short artefact that Andy made in GoAnimate of some of my text: http://www.youtube.com/watch?v=dfx1_fVZbyI

Here’s the artefact that I made myself when I did the MOOC again (this time as a CTA):

https://becomingeducational.wordpress.com/2013/12/03/in-the-beginning/

Angela’s thinglink: http://www.thinglink.com/scene/360982057624535042#tlsite

Fran Monaghan’s VoiceThread – beautiful, gentle and a sort of low-tech, high-tech: http://voicethread.com/?#q.b4186028.i21377601

And Ess Garland’s timeline – and now for something completely different!

http://www.tiki-toki.com/timeline/entry/101035/Edmooc-Digital-Artifact/#vars!date=2013-02-28_06:07:26!

Terry Elliot’s Zeega: http://zeega.com/162387 and our

Collaborative poem: https://titanpad.com/sXgaTJMniP

Writing ones – scroll down:

http://learning.londonmet.ac.uk/studyhub/writing.html

First year Becoming an Educationalist students - 2015/16:

Creativity and me: https://www.powtoon.com/online-presentation/dEIoVM0pw6W/

Finding creativity: https://www.youtube.com/watch?v=KOW3wq57Q5s&feature=youtu.be

Team work: https://www.powtoon.com/online-presentation/dbBTDtPjk81/ (broken)

Planning an essay: https://www.youtube.com/watch?v=jMlvbODnjmE&feature=youtu.be

Handing in your first assignment: https://www.youtube.com/watch?list=LLxula4mg1zVEuvQdeGR2VIQ&v=SuteEXGBHXo&app=desktop

Transition to uni – comic strip: https://www.pixton.com/uk/comic-strip/rtimsfe9

Studying feels like: https://www.powtoon.com/online-presentation/fa71WeC43mQ/caroline-digi-me/#/

Digital ME (studying and creating in a digital age): https://www.powtoon.com/online-presentation/fs3MBKCr7o1/

2014/2015: Welcome to LondonMet (livescribe): https://www.youtube.com/watch?v=VMzY4pB_Vq4&feature=youtu.be

 

Writing Development - New Media - Digital Artefacts - Trialling Vocaroo

Today I am attempting to produce an audio blog.
I have talked about writing development and the use of new media.
I have recorded this using the open source recording facility: Vocaroo.
The eight minute recording can be accessed here (I hope!):

http://s1.vocaroo.com/media/download_temp/Vocaroo_s1fpjASJDCp7.mp3

The recording covers:

My job and tile:
I used to be the Coordinator for Development - but on the deletion of our Learning Development Unit, I was absorbed in to the Centre for the Enhancement of Learning and Teaching (CELT). I have a brief to work with staff and students: improving the chances of student success at University - and working with staff to embed good practice within the curriculum.

Where writing happens at University:
Writing happens everywhere at the University - learning/writing/academic development is embedded in and across the curriculum. At the same time, we in CELT offer:

• Preparation for HE programme: We run a pre-sessional: where students rehearse notemaking, reading, presentations, positive thinking - and academic writing. with the writing, we explore attitudes to writing - and engage in writing. I like to demonstrate that writing happens when we make it happen (and writing as a learning process)
• The Study Hub. We have built a supportive website for students...
• 'Studying at University', on the Hub, has information on studying and writing - with video clips, information, activities - and the recommendation that students tweet, FB or blog about their learning experiences.
• Writing Clinics: whilst rejecting the medical model - we use this shorthand to offer one-to-one support for students. We offer feedback on their writing and push them to do better. Whilst resource intensive, such one-to-one work can be especially transformative.
• Stuff support: We work with subject academics to embed good practice - and hopefully elements of our Study Hub - within their own teaching.

The use of new media
We do use new media to support the development of student writing - with many staff building in wikis and blogs as part of the student learning and engagement process. At least one member of staff has won a National Teaching Fellowship based upon the development and impact of his student blog writing practice.

Alternative assignments
At the same time, I think that we can use new media to develop alternative assignments for students. There will always be the settng of essays, reports and exams - but I am lobbying to get more staff setting the design and development of a teaching/learning resource or the production and critique of a digital artefact as the assignment.

To support this:
I can deliver Draw to Learn sessions with students - helping them conceptualise  and communicate ideas visually. I have also delivered Digital Artefacts workshops with colleagues Chris O'Reilly and Tom Burns - and students have produced some wonderful work from these. The next step is to run these workshops for staff such that they can have the confidence and joy of embedding alternative assessments.

#edcmooc
Alongside this - I would like to embed practice gained from the E-Learning and Digital Cultures MOOC (Massive Open Online Course) delivered through Coursera by Edinburgh University - where the assignment was to produce a Digital Artefact - and to peer review three other artefacts. That is, the peer review was seen as part of the learning process.  I would recommend a MOOC like this to anyone interested in exploring new media for teaching, learning and assessment: the best way to learn the digital is to do the digital.

What I forgot to say...
... in the audio-blog was that we have several other strategies in place for supporting the development of writing. We have also developed a Peer Mentoring in Practice accredited module where second year students support the transition of a specific cohort of first year students - and we support the Mentors in developing supportive writing strategies with their mentees.


We also run Writing Groups for staff and students creating a space in which writing can happen. My colleague John Hilsdon from Plymouth University and the Association for Learning Development in HE has run Virtual Writing retreats for academic writers. Other colleagues - Sally Mitchell, Julian Ingle and others from Queen Marys University of London - run Writing Retreats for students - including STEM students...
  And finally
It has been interesting using new media - especially Vocaroo - to produce this blog on using new media to support student writing. Be kind - it is frightening to cast my very first audio-blog out there into the ether. (That's a north London accept - by the way.). Finally, I am always interested in working with other people interested in developing these ideas - so do get in contact.