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What is inclusive assessment?
The focus of inclusive assessment is to assess ability, not the effects of disability.
Inclusive teaching and assessment benefits all students: international, local, mature aged students, as well as students with a disability. Given the diversity of the student cohort at Monash, responding to this diversity could seem quite daunting. It is not possible to consider the needs of every student in advance; there is no 'one size fits all' accessible model.
However, it is possible to identify some generic barriers in assessment and then to avoid potential issues by implementing appropriate strategies and modifications. There is a range of inclusive assessment strategies which can benefit all students, as you can see in the following videos and scenario examples.
For example, some students with processing, memory, concentration, reading or writing difficulties may need modifications to their assessment tasks, such as increased reading time or the inclusion of short breaks. The Disability Liaison Unit provides details of Alternative Arrangements for Assessment (see 3.4) to support faculty staff to determine suitable assessment strategies for students registered with a disability.
Assessment should align with both the unit objectives and the inherent requirements of the course in order to maintain the integrity of academic standards and competency requirements
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