This week’s reflection, I am taking a slightly different approach with what I regularly use, which is using the prompt questions. During this week’s reading and writing on inclusivity practice in Higher Education, I am also preparing my teaching module’s assessment. So it has been brilliant opportunity to me to construct my assessment documents. A few of things I gather from the reading which I have not considered:
- Levels of responsibility based on the role in Higher Education we are serving as. I found that the checklist is eye opening and helps me to carefully consider my A&F strategy.
- Potential problems such as: lack of information to students on assessment matters, poor moderation, variability of standards and lack of assessment criteria (Quality Assurance Agency 2006a).
- Mitigating extenuating circumstances and how this is reflected on my A&F plan
- How students can be helped with the feedback they will receive. Often I thought about the A&F stopped when feedback is distributed, but it goes beyond that. How to make sure students get the benefits of the A&F.
- Data protection strategy. What will I do with the assessment data, who will have access to it?
- Giving regular assessments, serial assignments building to a larger assignment for summative assessment.
- Reassessment strategies. It is a crucial but yet something I seemed to miss, what happen if a student failed? When will s/he re-take?
- “How students need to be encouraged to celebrate their diversity and differences and how the A&F can enrich their academic work”
- There are many ways to make sure that equal opportunities are achieved, one of the example mention the inclusive assessment tasks.