The increasing numbers of students with diverse learning needs impacts particularly on modules which have relied on traditional timed examinations. Awareness of these issues led to a Plymouth University-wide project building on the work of Waterfield and West (2006) to explore, promote and embed an inclusive approach. The emphasis is on moving towards authentic learning tasks that promote student engagement, and student learning from assessment.
Well-designed inclusive assessment enables all students to demonstrate, through the same assessment tasks, that they have achieved the learning outcomes without compromising academic or professional standards (Waterfield and West 2006).
The conference discussed the role and need for inclusive assessment; a range of inclusive assessment opportunities; the challenges of matching assessments to students with disabilities to enable them to better demonstrate their knowledge and understanding of the discipline.
The conference examined a range of inclusive assessment materials which have been trialled with academics from all disciplines at Plymouth University.