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.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here