- Co-authors
- Rebecca Clarkson & Mike Scott
Introduction
Inclusive assessments are imperative in distance learning, particularly for students with disabilities. As the diversity of the student population increases, it's crucial to provide equitable opportunities to all, ensuring no learner is left behind.
The study employed a systematic review and thematic analysis to investigate inclusive assessment practices. By meticulously reviewing relevant literature, the research sought to identify effective strategies for enhancing accessibility and inclusivity in distance education assessments.
Findings
The research identified three pivotal themes in promoting inclusive assessments:
1. Purposeful and Accessible Feedback emphasizes the need for feedback that is timely, constructive, and designed to foster improvement.
2. Online Group Work Opportunities underline the value of collaborative learning experiences, enhancing social interaction and peer support.
3. Student Agency Over Assessment Format highlights the importance of allowing students to choose their assessment methods, catering to individual needs and preferences. Together, these themes advocate for assessments that are not only accessible but also engaging and empowering for distance learners with disabilities.
Key Elements:
Suggestions for Practice
Practical recommendations include advocating for student choice in assessment methods, integrating formative, ungraded group work to foster collaboration, and using diverse feedback mechanisms to cater to the varied needs of distance learners.
Future Research Areas
Future studies should explore accessible assessments for neurodiverse students and examine the impact of different feedback formats on learning outcomes.
Conclusion
Inclusive assessment strategies are crucial in distance education, enhancing the learning experience for all students, particularly those with disabilities. By focusing on accessibility, collaboration, and student agency, educators can create a more inclusive and equitable learning environment.
Inclusive assessments are imperative in distance learning, particularly for students with disabilities. As the diversity of the student population increases, it's crucial to provide equitable opportunities to all, ensuring no learner is left behind.
Research Background: MethodologyPoppy Gibson; Rebecca Clarkson and Mike Scott (2022) said:
The study employed a systematic review and thematic analysis to investigate inclusive assessment practices. By meticulously reviewing relevant literature, the research sought to identify effective strategies for enhancing accessibility and inclusivity in distance education assessments.
Findings
The research identified three pivotal themes in promoting inclusive assessments:
1. Purposeful and Accessible Feedback emphasizes the need for feedback that is timely, constructive, and designed to foster improvement.
2. Online Group Work Opportunities underline the value of collaborative learning experiences, enhancing social interaction and peer support.
3. Student Agency Over Assessment Format highlights the importance of allowing students to choose their assessment methods, catering to individual needs and preferences. Together, these themes advocate for assessments that are not only accessible but also engaging and empowering for distance learners with disabilities.
Key Elements:
- Inclusive Online Assessment: Inclusive online assessments support distance learners with disabilities by providing flexible, accessible feedback mechanisms (audio, video, written) and offering a choice in assessment formats, enabling learners to utilize their strengths.
- Role of Peer Learners: Peer relationships are integral to inclusive distance education, facilitating collaborative learning opportunities. Engaging in group work and peer assessments enhances understanding and supports a community of learning.
- Inclusive Assessment Feedback: Inclusive feedback involves utilising diverse formats (audio, video, written) that cater to different learning preferences, ensuring feedback is understandable, constructive, and encourages further learning.
Assessment/Feedback Format | Benefits | Limitations |
Written Feedback | Provides detailed, specific guidance; can be referenced multiple times. | Time-consuming for instructors; may not cater to all learning preferences. |
Audio Feedback | Personal and engaging; can convey tone and nuance. | Requires technology for recording and playback; not easily skimmed for key points. |
Video Feedback | Offers a rich, personal touch; can demonstrate practical tasks or examples. | Time-consuming to produce; requires access to suitable technology. |
Peer Feedback | Encourages collaboration and critical thinking; provides multiple perspectives. | Quality may vary; may not be perceived as authoritative. |
Self-Assessment | Promotes self-reflection and autonomous learning; empowers students in their learning process. | Requires a high level of student maturity and understanding; may not always be accurate. |
Automated/AI Feedback | Immediate and scalable for large cohorts; consistent and unbiased. | May lack personalisation; limited to specific types of assessments. |
Formative Assessment | Encourages ongoing learning and improvement; reduces pressure of high-stakes exams. | May be seen as less important by students; requires time for regular implementation. |
Suggestions for Practice
Practical recommendations include advocating for student choice in assessment methods, integrating formative, ungraded group work to foster collaboration, and using diverse feedback mechanisms to cater to the varied needs of distance learners.
Future Research Areas
Future studies should explore accessible assessments for neurodiverse students and examine the impact of different feedback formats on learning outcomes.
Conclusion
Inclusive assessment strategies are crucial in distance education, enhancing the learning experience for all students, particularly those with disabilities. By focusing on accessibility, collaboration, and student agency, educators can create a more inclusive and equitable learning environment.
This literature review was created in collaboration with our Atomic Academic and author Poppy Gibson.
ARTICLE INFO | |
---|---|
Article history: | Keywords: |
Received 14 DECEMBER 2023 Accepted 07 FEBRUARY 2024 Published 30 DECEMBER 2024 | Inclusive assessment Distance learning Online education Accessible assessment Virtual learning Assessment design Flexible learning Digital education Equity in education Remote assessment |