How can you make your institution's assessment practices more equitable?

Start a UDL (Universal Design for Learning) programme in your institution. UDL principles help educators make their materials and learning spaces accessible to all from the get-go, rather than needing to back-fill accommodations later on in the process.

To enhance equity in assessment practices, consider incorporating diverse evaluation methods that accommodate various learning styles and abilities. Additionally, provide accessible resources and support to ensure all students have an equal opportunity to demonstrate their knowledge and skills, fostering an inclusive learning environment.

Assessments were designed to give feedback to teachers on his/er performance. somehow smart teachers made this student learning feedback system. Assessment data need to be analyzed well understand the actual learning gap of students.

teachers should multiple methods of assessment and results can not be drawn with just one method. assessments are meant to give feedback to teachers on students' understanding thus feedback from multiple sources will give a better understanding of the situation and academic standards.

Benchmarking is important for any assessment. the teacher can fix the rules such as 90% of students will be able to score 80% and above. and if the assessment does not show the desired results then focussed remedial can be planned.

Assessment data should also be used for a longitudinal viewpoint. Often, schools have in-year assessments, look at gap analysis and then provide intervention to close the current attainment with the expected attainment target. This then continues each academic year, and usually focuses on year groups with external exam accountability i.e. final years in Secondary School. Understanding three year and five year trends of both learner cohorts but also staff outcomes, it will help develop a strategic narrative: Upon commencing in your school, these children have this prior needs/learning record - what are the earliest interventions we cane make? Secondly, putting the right staff in front of the right classes - knowing their teaching styles.

Assessments are directly related to remedial. assessments give feedback to teachers on topics and difficulty levels they should cover in remedial and reassess the group to ensure that gaps are bridged.

In reality, concept of testing improvement ie progress is in fact education Period Now, we've fallen off track when we began setting deadlines for teachers to complete curriculum Not caring to consider: every year is a new year, not necessarily consisting of same student calibre And this unethical, I'd call it, policy goes further and further down, cutting at the very roots of education Unethical, because in a race to attract more funds, schools adopt Gov policies which're promoted in media that enthusiastic parents're baited with The results are before us Over weighted School bags Curriculums made by individuals who're remote from the students in focus, or even remote from the campus and perhaps city or beyond; therefore, unqualified