Building the inclusive curriculum. Is audio feedback an effective approach for diverse cohorts? Vikki Anderson, Adina Pirtea, Susan Onens & Karl Nightingale, University of Birmingham
Patterns beyond labels: reframing inclusive teaching and learning in the context of inclusive feedback design. Abby Osborne & Robert Eaton, University of Bath.
Unlocking potential by “getting it right first time”. Dr Richard Woolley, Patrick Clark Sharon Smith, University of Worcester.
DADA: a toolkit to design and develop alternative assessment. Dr Silvia Colaiacomo, Mr Ben Watson, University of Kent, Dr Pauline Hanesworth, Advance HE, Ms Kate Lister, Open University.
Must, should, could: competency testing and pathways to more inclusive assessment practices. Dr Barrie Cooper & Dr Layal Hakim, University of Exeter.
Inclusivity in context: the artefact as a critical tool for creative inquiry.
Sally Hall & Jason Hirons, Plymouth College of Art.
Assessment choice and student confidence: impact of level and scaffolding for success. Dr. Laura Bennett & Sara Bird, University of the West of England.
Rock and a hard place: assessing the strengths and challenges of creating student choice in assessment. Dr Ceri Morris & Emmajane Milton, Cardiff University.
Making assessment more inclusive for students with specific learning differences/difficulties (SpLDs): moving from pockets of excellence to mainstream practice. Kate Ippolito, Professor Sara Rankin & David Mooney, Imperial College London.
Making a bid for utopia: exploring authentic assessments and student agency. Pete Bennett & Dr Victoria Wright, University of Wolverhampton.
Integrating inclusive assessment with inclusive teaching: learning from the SOAS experience. Dominik Jackson-Cole , School of Oriental and African Studies.
Assessment – pick and mix or sour grapes? Julia Reeve, Angela O’Sullivan & Leisa Nichols-Drew, De Montfort University.
Learning by doing: experiments in alternative assessment at the Arts University Bournemouth. Steven White & Dr Jon Croose, Arts University Bournemouth.
Examining intellectual prowess, not social difference: removing barriers from the doctoral viva for autistic candidates (working title). Professor Nicki Martin, London South Bank University.