Assessment-for-Learning should consider; days in a week e. g. Friday afternoons in winter would not be a good time for observant Jewish students half-term weeks would not be good for some parents with child-care responsibilities specific dates when religious observances preclude students attending choosing locations that are accessible for with mobility difficulties, quiet without background and well lit providing additional preparation for students who are less familiar with the chosen assessment methods e.g. for students whose previous assessment relied on multiple choice, providing additional guidance/practice in essay-writing before they submit essays for assessment for students unused to working collaboratively in groups assistance in making the effective All students who have an identified learning disability will have a needs agreement’ which will be ‘study communicated with module leaders via email from the disability team and identified on the class list by a logo. If you have any queries or would like any support please contact Lena Kloos, or ‘disabled’ telephone: 01707 281338. Further information can be found on StudyNet; It is important to ensure that a short statement is included in programme review/validation documentation to demonstrate that consideration has been given to any unfavourable or unjustified effects of assessment tasks on student groups who may be disadvantaged. Adjustments that the University allows are indicated in UPR AS12 Appendix II. These include adjustments to:
Assessment-for-Learning should consider; days in a week e. g. Friday afternoons in winter would not be a good time for observant Jewish students half-term weeks would not be good for some parents with child-care responsibilities specific dates when religious observances preclude students attending choosing locations that are accessible for with mobility difficulties, quiet without background and well lit providing additional preparation for students who are less familiar with the chosen assessment methods e.g. for students whose previous assessment relied on multiple choice, providing additional guidance/practice in essay-writing before they submit essays for assessment for students unused to working collaboratively in groups assistance in making the effective All students who have an identified learning disability will have a ‘study needs agreement’ which will be communicated with module leaders via email from the disability team and identified on the class list by a ‘disabled’ logo. If you have any queries or would like any support please contact Lena Kloos, or telephone: 01707 281338. Further information can be found on StudyNet; It is important to ensure that a short statement is included in programme review/validation documentation to demonstrate that consideration has been given to any unfavourable or unjustified effects of assessment tasks on student groups who may be disadvantaged. Adjustments that the University allows are indicated in UPR AS12 Appendix II. These include adjustments to:
ITEAM%20UH%20Assessment%20Guidance%20for%20publication.docx