VIRTUAL: Learning. Life. Work.
Abstract
Assessments significantly influence how students learn and especially what they achieve. Diverse learners need to be given an inclusive opportunity to demonstrate their learning and understanding by offering a range of flexible assessments to suit their needs. However, inclusive coursework assessment receives little attention within universities. This study reflects on the implementation of a flexible coursework assessment approach within a final year problem-based engineering design module. Drawing on the principles of educational equality and equity, as well as promoting a pedagogy of care, a choice of assessment formats was created to provide an equitable chance of success for all learners. The complexities involved in achieving true inclusivity and designing appropriate assessment formats are outlined. Reflection highlights the importance of developing student assessment literacy, aligning learning outcomes with diverse assessment formats, managing student expectations and navigating changes without causing undue stress for students and staff. Interestingly, this approach was initially met with total bewilderment but later garnered widespread praise from students across the entire cohort, not solely from those expected to benefit the most. This feedback underscores the transformative impact of an inclusive mindset on student engagement and overall learning experience. The study concludes by encouraging educators to embrace flexible assessment methods as a means of fostering a caring and inclusive learning environment that benefits both students and staff.
Aled Davies: I am Director of Postgraduate Teaching at the School of Engineering and formerly Head of Teaching for the Architectural, Civil and Civil & Environmental Engineering Teaching Disciplines. I have extensive experience in managing, developing and creating degree schemes, to externally approved standards, as well as being a Senior Fellow of the Higher Education Academy SFHEA. Current pedagogic interests concern the promotion of interdisciplinary group work , creating inclusive assessments and developing effective feedback.