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Why Inclusive assessment and feedback?
The level of academic skill required of all students is the same whether or not the student has a disability. The aim of inclusive assessment is to assess ability, not the effects of disability.
- It utilises a variety of assessment types and provides opportunities to negotiate assessment tasks and processes.
- It places a student with a disability on an equal footing with their peers and does not give them any additional advantage.
- It accommodates the learning styles of a range of learners and acknowledges a diverse range of student involvement.
- It removes discrimination and exclusion because assessment policies and current academic practice have been modified or changed.
- It is a legislative requirement (Disability Discrimination Act 1992 and Disability Standards for Education 2005) that whenever it is necessary and reasonable to do so, teaching staff make appropriate adjustments to assessment procedures to reduce the impact of the disability.
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