What does inclusive and adaptive assessment look like? Ideas for the classroom

In this five-part series, I am exploring adaptive, inclusive and responsive approaches in the classroom. I am focusing on three areas of professional practice: Lesson planning, teaching, and assessment.

In this final instalment, I will consider assessment. School assessments are a vital part of education, measuring progress and guiding learning. However, they can unintentionally discriminate against certain groups of learners, creating barriers to fair outcomes.

Back in part one, I said that inclusive assessment requires 3As:

Accessibility: This is about ensuring that all learners can engage with the process itself. Barriers – whether physical, cognitive, or emotional – must be removed to provide every learner with a fair opportunity to succeed and demonstrate their success. In practice, it is about using plain language and avoiding unnecessary jargon when explaining tasks; presenting information in a variety of ways – written, oral, visual – to accommodate different learning needs.

Adjustments: Reasonable adjustments enable learners to demonstrate their learning without being unfairly hindered by barriers unrelated to the knowledge or skills being tested. This might mean allowing learners to choose how they present their knowledge, whether through essays, presentations, diagrams, or practical demonstrations. It might mean focusing on the specific knowledge or abilities being assessed, rather than unrelated elements such as handwriting or spelling. And it might mean modifying success criteria to reflect individual needs while maintaining high expectations.

Assistive technologies: Assistive technologies can play a powerful role in making assessments more inclusive, helping learners overcome barriers and focus on the knowledge or skills being evaluated. Software such as speech-to-text, spell checkers, and grammar tools can help learners with language processing challenges express their ideas more effectively.

In this article, I will explore what this looks like in the classroom. To do this, I am going to focus on three specific ways of making assessments more inclusive:

1. Addressing the cultural capital bias in test questions.
2. Addressing differences in learners’ prior knowledge.
3. Addressing the anxiety of high-stakes assessment.

A SecEd Series: Inclusive and adaptive lesson planning, teaching and assessment

1. 1. Inclusive and adaptive lesson planning, teaching and assessment: Principles of best practice: Published March 5
   2. Identifying and addressing the barriers to learning that some students face: Published March 10.
   3. What does inclusive curriculum and lesson planning look like? Adaptive lessons to meet students’ needs. Published March 19.
   4. What does inclusive teaching look like? Utilising adaptive and responsive teaching strategies.  Published March 26.
   5. What does inclusive and adaptive assessment look like? Ideas for the classroom. Published April 2.

1, Addressing the cultural capital bias in test questions

Cultural capital bias refers to the idea that some test and exam questions favour learners from certain cultural backgrounds over others, which can disadvantage learners who do not share that background.

This bias can perpetuate inequalities. Addressing this issue is crucial to ensuring that assessments fairly reflect all learners’ abilities and knowledge, not just those with social privilege.

Cultural capital refers to the values, knowledge, attitudes, and skills that learners inherit or acquire from their families and communities. This can influence their familiarity with specific contexts, references, or experiences that are often embedded in test questions. Learners from different cultural backgrounds may have varying levels of exposure to certain cultural knowledge or contexts which are implicitly assumed or expected in the wording of questions. This can disadvantage learners who are not as familiar with these references.

When questions rely heavily on specific cultural capital, learners who do not share this knowledge may struggle to understand or engage with the content, affecting their performance. This can lead to misinterpretations, disengagement, or lower self-confidence in their abilities. For example, a test question about a British historical event or a literary classic may disadvantage learners who have not had the opportunity to study these topics in detail. To tackle this issue, we can:

Review test and exam content – when it’s in our control to do so – to include a range of cultural perspectives and experiences. This might involve integrating global, local, and multicultural references into assessments. For instance, rather than focusing solely on British history, we might include questions that highlight contributions from a variety of cultures or global events. We might also consult with diverse members of our school community to review and revise test questions to ensure they are culturally inclusive of our cohort. We might also pilot questions with different learner groups to gauge their understanding and adjust accordingly.

Explicitly teach cultural capital to ensure learners have access to a broad and inclusive curriculum that covers a variety of cultural references, historical events, and literature. This can be achieved through literature, history, geography, and social studies lessons that incorporate diverse perspectives. This strategy might require some professional development for teachers on recognising cultural capital bias and how to teach it inclusively. Such training should cover how to diversify content, challenge stereotypes, and engage all learners in learning.

Use formative assessment to gauge understanding: This might involve implementing formative assessments throughout the year to gauge learners’ understanding of different cultural contexts. This can be done through discussion-based assessments, open-ended questions, and project-based tasks that encourage learners to explore and share their cultural experiences. It might also involve using feedback from these assessments to help teachers identify areas where cultural capital bias might be present and adapt their teaching strategies accordingly.

Encourage a broad range of experiences: This might involve organising trips, guest speakers, and extra-curricular activities that expose learners to diverse cultural experiences. This helps all learners to build a wider range of cultural capital, which they can then draw upon in assessments. It might also involve promoting reading that represents diverse voices, authors, and perspectives to help learners gain a well-rounded view of the world and increase their cultural capital.

Challenge stereotypes and assumptions: To do this, we might teach learners to critically engage with test content. We might encourage them to question assumptions and consider multiple perspectives when interpreting questions. This can empower learners to recognise and challenge cultural biases they may encounter in assessments. And we might incorporate discussions about cultural bias into lessons, creating a safe space where learners can discuss their experiences and explore how different cultural backgrounds can shape understanding and interpretation of test content.

2, Addressing differences in learners’ prior knowledge

Disadvantaged learners often face significant challenges in school assessments due to limited exposure to cultural and world knowledge outside of school. These learners may lack access to experiences, resources, and opportunities that enrich their understanding of the world, which can put them at a disadvantage when it comes to school assessments that assume a certain level of prior knowledge.

Disadvantaged learners may not have been afforded the same opportunities as their peers to develop world knowledge, engage in extra-curricular activities, or participate in enriching cultural experiences outside of school. This gap in cultural capital can affect their ability to access, interpret, and excel in school assessments that require a broad understanding of subjects like history, literature, science, and the arts.

Here are some practical strategies for addressing this issue:

Enrichment programmes: We can create or expand enrichment programmes that expose disadvantaged learners to a wider range of cultural, historical, and global experiences. This could include field trips to museums, art galleries, historical sites, and cultural events, as well as guest speakers from diverse backgrounds. By bringing the world into the classroom, learners can gain valuable knowledge and experiences that they might not otherwise have access to. For example, inviting local artists, authors, or scientists to speak can provide learners with direct exposure to areas of study that they may not have encountered otherwise.

Integrated curriculum: We can integrate cultural capital into the curriculum itself. This can involve using diverse texts, case studies, and historical events that reflect a range of cultural perspectives. For instance, studying literature from different cultures or discussing scientific contributions from around the world can help broaden learners’ horizons. By making the curriculum more inclusive, we can provide disadvantaged learners with the same breadth of knowledge as their peers.

Extra-curricular activities: Providing access to extra-curricular activities such as music, drama, sports, and clubs related to STEM can play a critical role in building cultural capital. These activities offer learners opportunities to develop new skills, engage with peers from diverse backgrounds, and participate in projects that require team-work and creativity. We could collaborate with community organisations to offer free or subsidised extra-curricular opportunities, making these experiences more accessible to all learners.

Parent and community engagement: Engaging parents, families, and communities is also crucial. We can host workshops, information sessions, and community events that provide parents with resources and strategies to support their children’s learning. By fostering a strong link between home and school, we can help build a supportive environment that extends beyond the classroom.

3, Addressing the anxiety of high-stakes assessments

Love them or hate them, exams are a fundamental part of the educational system and look set to be so for the foreseeable future. And yet exams can be a source of anxiety and struggle for many learners, particularly those from disadvantaged backgrounds.

As we have seen, high-stakes assessments often assume a certain level of prior knowledge and test-taking skills that some learners may lack due to limited exposure to academic resources and experiences outside of school.

Disadvantaged learners may face other, unique barriers to exam success. These can include limited access to study resources, lack of a supportive home environment, and lower levels of cultural capital that affect their understanding of exam content and expectations.

Furthermore, the pressure of high-stakes assessments can exacerbate these challenges, leading to heightened stress and anxiety. It is crucial to address these issues proactively by implementing targeted support strategies that cater to the specific needs of disadvantaged learners.

To help, we should start preparing learners well in advance of exams. Early identification of learners who may struggle with exams is key. We can use formative assessments, in-class quizzes, and observations to identify gaps in knowledge and skills. Once identified, these learners can be provided with tailored support, such as additional study sessions, access to targeted resources, and one-on-one tutoring if necessary. This early intervention can help mitigate the pressure of last-minute exam cramming and provide a more sustained approach to learning.

Explicitly teach organisational skills: Disadvantaged learners may not always have the same access to effective study techniques or time management strategies. We can offer lessons – perhaps in PSHE – that teach learners how to organise their study time, take effective notes, use revision aids, and approach exams methodically. These sessions can be delivered through workshops, online resources, or even peer-led initiatives. The goal is to equip learners with the tools they need to independently prepare for exams and manage their workload effectively.

Promote a supportive and positive exam culture that includes mental wellbeing strategies. This could involve sessions on stress management, mindfulness techniques, and physical activities that help alleviate anxiety. Additionally, providing a calm and supportive exam environment can improve focus and performance.

Parents: Engaging parents and families is vital in preparing learners for exams. We should maintain open lines of communication with parents, providing them with resources and strategies they can use to support their child’s exam preparation at home. This might include setting realistic expectations, creating a study-friendly environment, and monitoring progress. Regular parent-teacher meetings can also keep parents informed about their child’s progress and any additional support they may need.

Preparing and sitting exams

High-stakes assessments can be daunting for any learner, but they present additional challenges for learners who may already struggle with language barriers, unfamiliar content, and the pressure to perform. When faced with exams that include complex language or content that is outside their usual experience, these learners are at risk of experiencing panic, anxiety, and underperformance.

As we’ve already seen, disadvantaged learners may also lack the cultural capital and linguistic resources that other learners take for granted, which can make understanding exam questions and content more challenging. This can lead to panic, confusion, and disengagement during assessments. Without appropriate coping strategies, these learners might struggle to demonstrate their true ability, which can impact their overall academic performance. To support these learners, schools need to equip them with effective strategies that build resilience and confidence in handling high-pressure exam situations.

Here are some practical coping strategies we could teach…

To help prepare for exams

• Break-down exam content into manageable parts, identifying key topics and areas where learners might need extra support. This can help learners feel more prepared and less overwhelmed.
• Teach study skills such as note-taking, summarisation, and key-word identification. These strategies can help learners to prioritise important information and focus their revision effectively.
• Walk through exam hall routines to practise the logistical aspects of sitting high stakes assessments so there is no uncertainty or apprehension about where to go, how to enter the exam hall, where to sit, where to find key information, and so on.

To help cope during the exam

• Practise relaxation techniques such as deep breathing exercises, visualisation, and progressive muscle relaxation. These techniques can help learners manage anxiety and stay focused during the exam.
• Teach exam-specific strategies: For instance, when faced with an unfamiliar question, encourage learners to read it multiple times, underline key words, and break down complex instructions into simpler parts. This approach can prevent panic and promote a more thoughtful and methodical response.
• Practice under exam conditions to help learners become accustomed to the time pressure and the format of high-stakes assessments. Feedback from these practice sessions can also help learners to understand their weaknesses and areas for improvement.

To help reflect and learn after the exam

• Reflect on and analyse exam performance to identify areas where learners felt particularly stressed or uncertain. This reflection can be facilitated through group discussions, individual conversations with teachers, or written reflections.
• Provide constructive feedback to help learners understand what they did well and where they can improve. Positive reinforcement and encouragement can boost confidence and motivate learners to persevere through future challenges.

At all times

• Create a supportive classroom culture where learners feel comfortable sharing their concerns and seeking support. Encourage peer collaboration and study groups where learners can discuss their concerns and strategies with each other.

• Matt Bromley is an education journalist, author, and advisor with 25 years’ experience in teaching and leadership including as a secondary school headteacher. He remains a practising teacher. Matt is the author of numerous books on education and co-host of the award-winning SecEd Podcast. Read his previous articles for SecEd via www.sec-ed.co.uk/authors/matt-bromley