Example equitable and inclusive assessment tasks

Examples of equitable and inclusive assessment tasks can be helpful in illustrating the principles and the suggestions for applying the principles that were shared earlier in this article. You may find the following example assessment tasks inspiring as you prepare to (re)design an assessment task. Keep in mind that assessment tasks should be aligned with the learning outcomes for your course and the strategies you use to support students’ learning.

• See Example Assignments (more and less transparent) from the Transparency in Learning and Teaching project. The website provides examples of assessment tasks that describe the purpose, task, and criteria, implementing the principles of clarity and support.

• Re-write an assessment task to ensure that its phrasing is clear for all students, including those for whom the language of instruction is not their first language. This article provides examples of how an assessment task’s phrasing was modified, without changing the substantive content or level of difficulty of the task (pp. 37, 42, 45).^[1] Ensuring that an assessment task is clearly phrased implements the principles of clarity, support, and accessibility.

• Have students complete “one-point takeaway memos … at the end of each class” on an index card or via myCourses, sharing their main takeaway from the day’s class.^[2] Benefits include that all students can participate, the strategy encourages students’ attentiveness in class, and it provides the instructor with immediate feedback. You can then summarize the takeaways and share with students. This can be graded on a full/partial/no credit basis. Levin-Banchik shares detailed criteria of each level (pp. 3-4).^[2] This implements the principles of criterion referencing and accessibility.

• Have students create a pamphlet for a lay audience, complemented by an academic critique. This assessment task supports students’ development of clear communication skills while engaging students in an authentic assessment task.^[3] This implements the principle of relevance.

• Offer students choice and flexibility about how their work is assessed by giving them options (within reason) about the grade distribution across varied assessment tasks. This implements the principles of variety and flexibility.

• Have students create collaborative participation contracts. Students work in small groups and brainstorm participation criteria for class, then compile a “‘living’ document that outlines shared expectations for classroom engagement. This contract guides graded check-ins at various points throughout the term—students use the contract to reflect on how well they are meeting its various components. Completing reflections counts for a small percentage of their overall participation grade” (p. 239).^[4] This implements the principles of clarity, support, and sustainability for students and instructors.

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References

^[1]Lee, E. N., & Orgill, M. (2022). Toward equitable assessment of English language learners in general chemistry: Identifying supportive features in assessment items. Journal of Chemical Education, 99(1), 35–48. 

^[2]Levin-Banchik, L. (2022). Inclusive assessment of class participation: Students’ takeaways as a one-minute paper. PS: Political Science & Politics, 55(1), 171–175.

^[3]Butcher, J., Sedgwick, P., Lazard, L., & Hey, J. (2010). How might inclusive approaches to assessment enhance student learning in HE? Enhancing the Learner Experience in Higher Education, 2(1), 25–40. 

^[4]Bondura, V. (2023). What is a participation grade? Inclusive strategies for engaging students and assessing participation. In K. L. Armstrong et al. (Eds.), Teaching gradually: Practical pedagogy and classroom strategies for graduate students by graduate students (pp. 236–242). Routledge. 

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