topcorner.gif (2578 bytes)

 

CONTENTS

Section 1:
Introduction

Section 2:
Strategies

Section 3:
The Law

Section 4:
Rights and Responsibilities

Section 5: Code
of Practice

Section 6:
Who can Assist?

Appendix A:
Examples

Appendix B: Appropriate
Language and Behaviour

Appendix C:
Fact Sheets

Bibliography

References

Tasmanian Organisations

Acknowledge-
ments

 

getacro.gif (712 bytes)

To read PDFs
Get Acrobat Reader.

  

Suggested Inclusive Assessment Guidelines for Students With Disabilities at the University of Tasmania

This Fact Sheet is available in PDF Format. To Access and download this version click here.

 
  • Invite students to approach you at the commencement of your course to discuss any specific needs they may have.
    •
  • Be proactive in forming a relationship which fosters trust and encourages clear and timely communication.
  • In consultation with the individual student, determine:
    •
    1. in what way the student’s functioning is limited by the disability?
    2. how these limitations can be eliminated or minimised?
      3.

Give consideration to:

    • The nature and onset of the disability.
    • The type of assessment to be undertaken.
    • The nature of the course/subject.
    • The student’s usual work methods.
    • The specific type of alternative assessment.

With careful consideration of the course objectives, are there alternative ways for the student to demonstrate the essential knowledge and skills required?

  • In deciding appropriate modifications to assessment strategies consider:
    •
    1. What adjustments are reasonable in relation to the validity, reliability and practicality of alternative assessment methods?
    2. What adjustments are fair in relation to maintaining the integrity of academic standards?
      3.

Students with disabilities want to achieve success at the same standards applicable to other students. The lowering of standards to assist such students presents as much of a barrier to the students reaching their potential as does the refusal to negotiate the possibility of alternative assessment procedures.

  • Become familiar with the detailed information contained in the University of Tasmania’s publication:

"Alternative Examination/Assessment Strategies for Students with Disabilities"

Copies are available from Student Services or on the website at:
http://www.utas.edu.au/docs/student_services/
disability_service/policies/assess.html

 

If you require any assistance in this process, please seek the advice of the University’s Disability Advisers:

South
Student Services
Ph. 6226 2381

North & North West
Student Services
Ph. 6324 3787

National Code of Practice for Australian Tertiary Institutions

With regard to academic assessment practices, the National Code of Practice outlines the following:

Minimum Standard:

G3 Institutions implement policies and practices that address reasonable adjustments to academic assessment provisions for students with disabilities.

Operating Guidelines:

G3.1 Staff make reasonable adjustments to assessment by varying:

a. procedures for conducting the assessment

Examples of Good Practice

Additional time in examinations or extended deadline for assignments; use of a separate venue or alternative date or time of examination.

b. the method of assessment

Assignments instead of examination; short answer examination instead of multiple choice examination; different styles of assessment which vary question and response modalities (eg. audiotaped or videotaped instead of written answers).

G3.2 Steps are taken to ensure that the provision of reasonable adjustments does not compromise the integrity of the assessment process.

Source: O’Connor, B. et al. "Students with Disabilities: Code of Practice for Australian Tertiary Institutions", pages 17-18.

 

tick_lrg.gif (2826 bytes)Good Practice

at the University of Tasmania ...

An undergraduate student was unable to sit for prolonged periods due to the level of pain experienced as a result of a severe back injury.

As swot-vac and exam periods were extremely difficult for the student, it was negotiated that the weighting between internal and external assessment would be changed for this student. The assessment weighting was approximately 30% assignments and 70% examination.

Outcome:

That the student would still sit the same end of semester examination as the rest of the class but that the examination would have half the usual weighting (ie 35% of the total).

In addition, the student would be required to sit three one hour tests throughout the semester. These tests would make up the other proportion of the external assessment.

Source: Rodgers, Nancy and Jordan, Martina "Alternative Assessment for Students With Disabilities"
Griffith University, Queensland. 1993

 

Introduction | Strategies for Inclusive Practice | What The Law Says | Legislative Requirements | Rights and Responsibilities | Code of Practice | Who Can Assist? | Examples of Inclusive Practice | Appropriate Language and Behaviour | Index to Fact Sheet Series | Bibliography | Recommended References | Tasmanian Organisations | Acknowledgements