Inclusive assessment with digital technologies

Inclusive assessment design has been promoted to foster accessibility of all students regardless of their background. It represents a crucial step in the process of ensuring inclusive education in line with Universal Design for Learning. It includes assessing the students’ needs, their engagement, the progress and final success according to the previously set lesson goals. It provides students with feedback on how they are doing, as well as offers ways of self-reflection on where they themselves feel they are. Digital inclusive assessment builds upon these principles by adding the digital dimension.

Figure 1: A UDL Perspective on Assessment, CAST – Until learning has no limits

(Available at: https://youtu.be/akMRUeEkIQw)

   1.1 Overview of the lesson

This lesson will explore assessment as an educational tool and process that supports the design of inclusive teaching practices and offers educators to ensure that assessment is accommodated to and benefits all students. We will discuss the importance of providing inclusive assessment, take a look at the elements of inclusive assessment, the digital tools that can support this process, and finally dive into the question of how to design inclusive assessment both from the moment of its design, as well as ongoingly while observing students’ individual needs.

   2.1 Inclusive Assessment in Education

Assessment is an iterative, methodical, and participatory process designed to strengthen teaching and learning practices (Suskie, 2009).

When we harness assessment as an educational tool, there are infinite possibilities for amplifying diversity, equity, and inclusion (DEI) in curricula, strengthening inclusive teaching practices in the classroom, and cultivating cultures that support DEI for students, staff, and faculty. (Denver University, 2024)

However, assessment has struggled to meet the needs of student diversity in higher education. (McArthur, 2016). The ways to address the inclusion of disabled students in assessment have traditionally been arranged into two approaches: 1) individual assessment accommodations, which is aligned with the medical model of disability; 2) assessment designed in a universally inclusive way, which is aligned with the social model of disability. (Nieminen, 2022).

The tension between individual accommodations and inclusive assessment is commonly presented as an issue about assessment design. Nieminen (2022) proposed the formulation of Assessment for Inclusion (AfI) with the aim to harness assessment as a vehicle for inclusion, reconceptualising the division between inclusive assessment design and individual accommodations, as both need to be considered in order for all students to fully benefit from the learning process.

In this lesson, we will focus on inclusive assessment aligned with Universal Design for Learning which captures both approaches and as such, it offers educators tools for designing both universally inclusive assessment, as well as individually accommodated assessment practices.

Inclusive Assessment refers to the design and implementation of evaluation methods that are accessible and fair to all students, including those with disabilities. The goal is to ensure that all students can demonstrate their knowledge and skills in ways that reflect their true abilities, without being hindered by inaccessible formats or biased criteria. (Hockings, 2010).

   2.2 Why is Inclusive Assessment important?

Inclusive assessments ensure equity in education by providing all students with the opportunity to succeed, regardless of their physical, sensory, or cognitive abilities. By accommodating diverse needs, educators can:

• • Promote fairness and reduce discrimination.
  • Enhance student engagement and motivation.
  • Provide accurate measures of student learning.

   2.3 Understanding the Universal Design for Learning (UDL) in the context of Inclusive Assessment

Universal Design for Learning (UDL) is a framework that guides the design of educational environments and assessments to accommodate the diverse needs of all learners. UDL is based on three primary principles:

1. 1. Multiple Means of Engagement: Stimulate interest and motivation for learning.
   2. Multiple Means of Representation: Provide various ways of presenting information and content.
   3. Multiple Means of Action and Expression: Offer different ways for students to express what they know.

These principles can be directly applied to the creation of inclusive digital assessments.

Inclusive digital assessment refers to the design and implementation of evaluation methods that are accessible and fair to all students, using digital tools and platforms that are compatible with screen readers and other assistive technology, as well offer alternative and accessible formats (audio, video, text…). The goal is to ensure that all students can demonstrate their knowledge and skills in ways that reflect their true abilities, without being hindered by inaccessible formats or biased criteria. (Hockings, 2010).

   3.1 Elements of Inclusive Digital Assessment

When designing Inclusive Digital Assessment educators should consider the following elements:

1. 1. Accessible Formats: platforms compatible with screen readers and other assistive technology, accessible documents and multimedia; alternative formats
   2. Flexible Assessment Methods: multiple assessment methods, choice-based methodology
   3. Clear and Consistent Instructions: clear instructions in simple language; clear assessment criteria
   4. Scaffolding and Support: resources that support the assessment, regular feedback, revision opportunities
   5. Consideration of Time and Space: flexible timing for assessment, accessible and non-distracting environment

   3.2 How to design Inclusive Digital Assessment?

Designing Inclusive Digital Assessment is a process compounded of several steps:

Step 1: Planning

• • Identify Learning Objectives: Clearly define what you want students to learn and be able to demonstrate. Ensure that these objectives are inclusive and can be achieved through multiple means.
  • Select Appropriate Tools and Platforms: Choose digital tools that support accessibility features (e.g., compatibility with screen readers, adjustable font sizes, captioning for videos).

Step 2: Development:

• • Create Diverse Assessment Options: Design tasks that allow for multiple methods of response. For example, a research project can be submitted as a written report, a video presentation, or a digital infographic.
  • Incorporate UDL Principles: Apply the principles of multiple means of engagement, representation, and action and expression. Ensure that content is available in various formats and that students have choices in how they engage with the material and demonstrate their knowledge.

Step 3: Implementation

• • Provide Clear Instructions: Use accessible formats to communicate assessment requirements and deadlines. Offer examples and non-examples to illustrate expectations.
  • Support Diverse Needs: Be proactive in offering accommodations. This might include extended deadlines, alternative assessment locations, or additional resources such as study guides and practice tests.

Step 4: Evaluation:

• • Gather Student Feedback: After the assessment, collect feedback from students about their experience. This can provide insights into how accessible and fair the assessment was from their perspective.
  • Reflect and Revise: Use the feedback to make improvements to future assessments. Consider how well the assessment met the diverse needs of students and make adjustments as necessary. 

In order to better grasp on the ideas behind this lesson, this section offers a practical example of how inclusive digital assessment can be implemented in a real case study environment.

Scenario: A history course requires students to submit a final project. Traditionally, this has been a written essay. To make this assessment more inclusive, the teacher offers the following options:

• • A traditional written essay.
  • A recorded oral presentation.
  • A digital timeline with annotated entries.
  • A video documentary.

Implementation:

• • The teacher provides rubrics for each format to ensure consistency in grading.
  • Clear guidelines and examples are given for each project type.
  • Students are allowed to choose the format that best suits their learning style and abilities.
  • Feedback sessions are scheduled to help students refine their projects before final submission.

Outcome: Students appreciate the flexibility and report feeling more engaged. The quality of the projects improves, and students demonstrate a deeper understanding of the material.

By offering different formats and a choice-based assignment, the teacher allows students to select from several options based on what they are strong at. In this way encourages their creativity and motivation, supports their knowledge and skills and overall performance. At the same time, it ensures consistency in grading and provides feedback options for further learning and improvement.

   4.1 Guidelines & practical tips for Inclusive Digital Assessment Design

Here are some guidelines and practical tips to wrap up this lesson on designing Inclusive Digital Assessment:

• • Use digital platforms that are compatible with screen readers and other assistive technologies.
  • Provide alternative formats (e.g., text, audio, video) to cater to different sensory needs.
  • Offer multiple ways for students to demonstrate their understanding (e.g., written reports, video presentations, digital projects).
  • Allow students to choose the format that best suits their strengths and preferences.
  • Provide detailed instructions and criteria for assessment in multiple formats (e.g., written, audio).
  • Use plain language and avoid jargon to ensure all students understand the requirements.
  • Offer resources and tools that help students complete assessments (e.g., templates, examples, tutorials).
  • Provide regular feedback and opportunities for revision.
  • Allow flexible timing for assessments to accommodate students with varying needs (e.g., extended time for those with processing disabilities).
  • Ensure that the assessment environment is free from distractions and accessible to all students.

For more guidelines on how to design Inclusive digital assessment please use the following:

• • CAST. (n.d.). Universal design for learning guidelines. Retrieved from https://udlguidelines.cast.org/
  • Burgstahler, S. E. (Ed.). (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.

Inclusive digital assessment practices are essential for creating equitable and accessible learning environments. By applying UDL principles and offering diverse assessment methods, educators can support all students in demonstrating their knowledge and skills.

In this lesson, we discussed the importance of making assessment in higher education inclusive. In particular we covered:

• • Definition of inclusive assessment
  • The importance of inclusive assessment
  • The role of UDL principles in inclusive assessment
  • Definition of inclusive digital assessment and its key elements
  • How to design inclusive digital assessment with specific steps and actions that can be taken
  • Demonstrating the design of inclusive digital assessment through a case study
  • Offering a set of guidelines and practical tips to be followed when designing inclusive digital assessment.

There are two ways to approach the inclusion of students with disabilities in assessment: 1) individual assessment accommodations; 2) assessment designed in a universally inclusive way. We focused on inclusive assessment aligned with Universal Design for Learning which captures both approaches and as such, it offers educators tools for designing both universally inclusive assessment, as well as individually accommodated assessment practices, where specifically needed.

• • Bain, K. (2023). Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments? Journal of Learning Development in Higher Education, Issue 27, XX. https://doi.org/10.47408/jldhe.vi27.1014 
  • Burgstahler, S. E. (Ed.). (2015). Universal design in higher education: From principles to practice (2nd ed.). Harvard Education Press.
  • Forsten, C., Grant, J., and Hollas, B. (2002). Differentiated instruction: different strategies for different learners. Crystal Springs Books.
  • CAST. (n.d.). Universal design for learning guidelines. Retrieved from https://udlguidelines.cast.org/
  • Denver University (2024). Retrieved from https://operations.du.edu/inclusive-teaching/inclusive-assessment
  • Hockings, C. (2010). Inclusive Learning and Teaching in Higher Education: A Synthesis of Research. York: Higher Education Academy.
  • McArthur, J. (2015). Assessment for social justice: the role of assessment in achieving social justice. Assessment & Evaluation in Higher Education, 41(7), 967–981. https://doi.org/10.1080/02602938.2015.1053429
  • National Center on Accessible Educational Materials (AEM). (n.d.). Retrieved from http://aem.cast.org/ 
  • Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education, 29(4), 841–859. https://doi.org/10.1080/13562517.2021.2021395  
  • Suskie, L. A., (2009), Assessing Student Learning: A Common Sense Guide, 2nd Ed., Sanfrancisco, CA: John Wiley and Sons.
  • University of Limerick (2024). Retrieved from https://www.ul.ie/ctl/staff/universal-design-learning/udl-and-assessments

WebAIM. (n.d.). Web accessibility in mind. Retrieved from https://webaim.org/