Pedagogy of Inclusive Assessment

Designing clear and coherent assessments

To support all learners, inclusive assessment design focuses on clarity and coherence. This means reducing reliance on “insider knowledge” and making the implicit explicit. Clear written instructions, consistent formatting, and well‑signposted tasks help students understand what is required and how to approach it. Sharing materials in advance gives students time to process information at their own pace, while modelling expectations — through exemplars, worked examples, or annotated samples — demystifies what “good” work looks like in your discipline.

When assessment design is transparent, students can focus on demonstrating their learning rather than deciphering the task.

See the ADC Assessment and Feedback Toolkit for further guidance

Making assessment expectations accessible

Accessibility is a core component of inclusive assessment. It ensures that all students, regardless of background, learning profile, or prior experience, can understand and participate fully in assessment processes.

Accessible assessment practices anticipate diversity from the outset. This might involve offering multiple ways to engage with preparatory materials, ensuring instructions are available in both written and verbal formats, or using plain, discipline‑appropriate language. It also means aligning assessment tasks with what has been taught, and ensuring that students have opportunities to practise key skills before being assessed on them.

Responding inclusively to additional needs

Inclusive assessment also involves responding thoughtfully when students disclose additional needs or face barriers to learning. Conditions such as dyslexia, ADHD, or other learning differences should not be seen as deficits but as part of the diversity of learners in higher education.

When supporting students with additional needs:

• Anticipate diverse learning needs

• Consider your emotional, instinctive, and pragmatic responses

• Seek appropriate guidance or support from University-wide services, such as Disability Services.

• Make reasonable adjustments where required

• Focus on barriers and solutions rather than labels, stereotypes or assumptions