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Purposeful, Inclusive Assessment: Maximising Potential in Distance Learning

Co-authors
Rebecca Clarkson & Mike Scott
Introduction to Distance Learning During the Pandemic
Distance learning has been practiced across various parts of the world and was brought to wider light as conventional classrooms shifted to online platforms especially during the global pandemic. While it can be argued that it helped in the continuity of learning among learners, several questions were raised on the potential of distance learning in promoting diverse, purposeful, and inclusive approaches to the teaching and learning processes. According to a research conducted by Li et al (2022), the disruptions were especially felt among developing countries. The research pointed out that in response to the various challenges brought about by the global pandemic, households looked at distance learning as a viable alternative that contributes to the lessening of inequality triggered by the lockdown. Buselic (2017) also asserts various challenges, concepts, and contributions brought about by distance learning, one of which is accessibility for learners and educators concerned.
A Review of Inclusive Assessment in Distance Learning
Through qualitative research systematically reviewing existing literature on the field of inclusive assessment, Gibson et al (2024) provide us with a meticulous take into inclusivity as it makes its marks in distance education setup. The research seeks to validate three important points: inclusive online assessment through the lens of distance learning; suitability of peer learning and peer relationships in the process; and, strategies that enhance inclusivity and relevance of assessment feedback. The research follows a well-detailed process of synthesizing data starting with the preliminary scoping of research questions, identification of criteria for inclusion and exclusion, up to the searching process for relevant articles and databases. The use of systematic review to underline existing practices is a well-guided move that leads the research into findings that add value to what we know about distance learning and assessments. Likewise, thematic analysis helps in drawing out recurrent themes rigorously explored through the researchers' collaboration.
Findings on Accessibility and Inclusivity in Assessments
The findings presented by Gibson et al (2024) centered on the current practices espoused to promote and enhance accessibility and inclusivity in distance education assessments. Three important findings surface including the provision for timely, constructive, and improved feedback; the application of collaboration in learning which helps enhance support and interaction across learners; and the careful selection of assessment formats that are student-centered thereby addressing various needs and preferences of the learners in a distance learning environment. Student agency, as the research underscores, plays a vital role in evaluating what assessments might work. Gathering data on student opinions is a big plus that can help educators design assessments. Additionally, group work activities can support peer learning and assessment, critical in the emergence of communities of practice online or virtually. Lastly, positive feedback must be a crucial element in the delivery of feedback. There can be a host of platforms and channels that educators can tap into. These channels help in building students' trust in the process of feedback. In a distance learning setup, inclusive practices such as student-led assessments and diverse feedback mechanisms may help bring about collaboration and positive learning outcomes. Gibson et al (2024) also highlight the significance of supporting inclusive assessment strategies that can help broaden the current grasp of distance education, particularly for those with disabilities. As the research findings recommend, focus can be given to the promotion of accessible assessments for neurodiverse students and the incorporation of media such as audios and videos in the learning of students with disabilities. Purposeful assessment, in short, can be made more accessible even in an online learning environment through designing opportunities that build upon the students' diverseness of needs and the educators' understanding of how purposeful assessments can be deployed in the classroom.
Credibility
Rey has been in the field of education for 10 years and counting. At present, she is managing a foreign language academy while working on her Masters' degree in English Education.
Prior to the COVID-19 pandemic, many educational institutions offered some form of distance learning. The need for distancing and time away from school buildings normalized the practices of online education. As online education options increases, researchers continue to explore whether there is true accessibility for all learners. The existing literature shows a world of possibility for inclusion in distance learning that has not come to fruition. Research studies from the early 2000s espoused the future of online education as an avenue for learning differences; however, many designers and developers have incorporated the same face-to-face practices that limit accessibility, namely presentation and assessment in a one-size-fits-all format. Mary Rice and Michael Dunn (November 2022) reviewed international findings and identified gaps in practices that support inclusiveness in distance learning. Patrick Lowenthal et al. (January 2020) published their findings before the COVID protocols required almost all learners to move to online schooling. They found that online inclusivity seems to stop at compliance, think audio captions for images or extended time on testing, rather than practices to all true accessibility. The research completed by Gibson, Clarkson, and Scott (2022) supports previous findings.

The research completed by Gibson, Clarkson, and Scott (2024) was a meta-analysis of existing literature to identify essential practices in online assessments that should include all learners. The research question was broad but valid. Essentially, it asks how educators can ensure all students demonstrate their understanding in a distance learning format. The researchers used qualitative meta-analysis to integrate current findings and create a list of applicable suggestions. The methodology is the most helpful for current educators, focusing on practices, not theory. The limitation of meta-analysis is the lack of new concepts to be added to the overall understanding of effective inclusive assessments in distance learning.

This article summarizes the next steps for inclusive distance testing into three tangible steps. The first is offering assessments with choice for students, enabling them to demonstrate their level of understanding. The second is to create opportunities for formative assessments with peer learning, allowing for collaboration and feedback within the assessment loop. The third is inclusive feedback that students with various needs can access. The main takeaway is that choice is critical for inclusively assessing student mastery within a distance learning format. The authors' ideas are concise and easy to understand; however, there is no clear best option for all educators. The choices made with distance assessment must depend on the individual student's needs. The aim to reach personalization is a conundrum in education, as tailoring education for each student is a worthwhile goal but often unattainable based on class size.
Credibility
Becky has been in education for over 20 years as a teacher and administrator. She is completing her doctorate in educational leadership.
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