Inclusive assessment

Inclusive assessment ensures that all students can demonstrate their learning by embedding accessibility, flexibility and clarity into assessment design. By recognising that students have diverse characteristics from the outset, inclusive approaches aim to promote fairness, reduce the need for individual adjustments, and support students in engaging meaningfully with assessment tasks.

Principles of Inclusive Assessment

Incorporating various assessment methods such as written, oral, visual and practical tasks supports diverse learning strengths.

For ideas about the types of assessment you might consider, visit the Assessment Methods section in the Assessment and Feedback Toolkit.

UDL principles promote multiple ways of representation, engagement, and expression to enhance accessibility and inclusivity.

For more information on UDL, you can visit the CAST website, specifically the guidelines for UDL.

Assessment tasks include formative checkpoints to guide and support student progress throughout learning.

Within the Assessment and Feedback Toolkit, you can explore the section on Formative and Summative Assessment at Course Level, to find ideas for incorporating formative assessments or checkpoints into your teaching plans.

Culturally sensitive contexts and inclusive language ensure fairness and relevance for all learners.

Inclusive Assessment Terminology

Inclusive assessment focuses on the way in which assessment design can proactively minimise the likelihood of students being excluded, overlooked and/or disadvantaged through the ways in which they are assessed across their studies.
In the context of an assessment, a reasonable adjustment is a change to an assessment to ensure that a student has a fair and equitable opportunity to complete an assessment without disadvantage. Reasonable adjustments may include modified or alternative assessments.
A modified assessment is where a student undertakes the same assessment as their peers, but there is a modification to the assessment for disability related reasons. For example, additional time in an examination, or an individual room for a student to take an examination.
An alternative assessment is where a student, for disability related reasons, is unable to engage in the same assessment as their peers, so an alternative assessment is needed. For example, where a student is unable to engage in a presentation, even with modifications, it may be appropriate to permit the student to complete a piece of written course work instead.

Inclusive assessment in practice

Diversifying assessment across a programme helps a wider range of students demonstrate their learning and supports compliance with the Equality Act 2010 and UK Quality Code for Higher Education. However, each assessment method favours certain skill sets, so it is important to anticipate potential barriers as faras possible.

Despite having an inclusive approach in your course and assessment design, individual students may still require adjustments to their assessment, and it is important to be informed about School regulations.

When choosing or redesigning an assessment method, consider the following:

What does this method require, in terms of skills, capabilities, activities?

This includes both the formally assessed outcomes and the tacit skills required to complete the task.

Will students already have used these skills and abilities in their programme or in the course itself?

Ideally, a formative assessment gives students a chance to be evaluated on these skills before the summative assessment.

Are there ways to encourage useful preparatory behaviours in students during the course?

For example, deep learning, collaboration or regular engagement.

Are any students likely to be severely disadvantaged by the method?

Consider whether any requirement could create barriers for students with specific learning difficulties. Some of these learning difficulties are listed here.

Each assessment method in the toolkit has some specific information on ways to increase inclusivity. The Disability and Mental Health Service and the Eden Centre are happy to discuss assessment methods with academics.

This table presents examples of common barriers students may face in assessments and illustrates who reasonable adjustments can be applied in practice: Examples of Alternatives and Modified Assessments.

Relevant Processes and Policies

My Adjustments

This is a system of recording the adjustments and support available for disabled students. It is intended to guide academic and other staff to the reasonable adjustments a student requires under the Equality Act 2010.

Disability Referral Form

This form is for passing on a student declaration of disability to the Disability and Mental Health Service (DMHS) at LSE.

Reasonable Adjustments Policy

This policy sets out the School’s approach to maintaining a supportive environment for disabled students, balancing carefully the demands of academic standards and the rights of students under the Equality Act 2010, along with other relevant legislation.

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Inclusive assessment

Principles of Inclusive Assessment

Including Diverse Assessment Types

Incorporating Universal Design for Learning (UDL)

Ensuring Scaffolded Formative Support

Using inclusive language and contexts

Inclusive Assessment Terminology

Inclusive assessment in practice

Things to consider when designing and implementing inclusive assessment strategies

Examples of Alternative and Modified Assessments

Relevant Processes and Policies

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If you have any suggestions for future Toolkit development, get in touch using our email below!

Email: eden@lse.ac.uk