Guidance on using unit templates for inclusive assessment
Table A1: Anticipatory inclusion and ‘optionality’
This is an example of how Table A1 of the Unit template can be completed to allow for ‘optionality’ in the choice of format (e.g. written or video journal) in which assessment tasks can be submitted.
It is important to note that all the tasks offered must align with unit learning outcomes and assessment criteria: ‘optionality’ of submission format can only be achieved where learning outcomes and assessment criteria do not themselves specify or imply a particular format of submission.
Table A2: Anticipatory inclusion and ‘optionality’
Whilst this table is a direct translation of the information in table A1, the annotations in the example The table below shows how the KIS assessment types and categories for assessment either require particular formats of submission or allow for choice. Where a particular format is required, the ‘reasonable adjustment’ route is still available for individual students: however, a more ‘anticipatory’ approach can be developed using the categories (highlighted below on the right) where no particular format is specified.
Where the Assessment Type does not specify written or oral, there is more flexibility in the range of formats available to you in designing your assessment tasks, for example, video journal, blog, audio recording, vlog, or multimedia submissions.
It is important to note that where a choice of submission formats is to be offered, examples of typical tasks should be given in the ‘Typical Indicative Assessment tasks’ column of table A1, as in the above example.