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Assessment is a compulsory element of all programmes and is a useful structure to assess student’s knowledge and skills. It is important that assessment is inclusive and accessible to all students. The aim of this guide is to enable you to consider the issues around inclusive assessment. Assessment procedures should ensure that while maintaining academic standards, individual students are neither disadvantaged nor advantaged.
Assessment at Oxford Brookes is governed by the following principles:
A well designed course aligns the learning and teaching methods and assessment to the stated learning outcomes. In the context of Equal Opportunities and Diversity, this means that providing achievement of the learning outcomes can be demonstrated, teaching and assessment methods should be as flexible as possible to best meet the individual learning needs of the student.
Reasonable adjustment must be made to any aspect of teaching or assessment that would substantially disadvantage a student in relation to their peers, unless this would compromise the maintenance of academic standards.
Unless there are sound defensible academic reasons for exclusivity curricula should strive to be as inclusive as possible. Striving for inclusivity should apply to all aspects of teaching, learning, and assessment, from avoiding the use of sexist language and English idioms to including appropriate international examples and contexts, and avoiding an inappropriately Anglo-centric curriculum. When designing or scheduling assessments, serious consideration should be given as to whether any student would be, or feel, excluded either by the subject content, the assessment methodology or the schedule, or whether any student would need alternative arrangements to be made.
Given that all forms of assessment could disadvantage somebody, it is recommended that programmes of study include a variety of different assessment methods. (Agreed at Academic Board 16 June 2004)