A Critical Analysis of Strategies that Promote Inclusive Practice in Assessment

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging.

Inclusive practice simply means that we as care workers, are managing diversity, including all of our clients and over coming barriers. It is important that we get to know our clients and their strengths and weaknesses and make activities and learning inclusive for every one. We must respond to certain clients and ensure that we apply unconditional positive regard to all. It is important to understand that certain clients can do some tasks better then others for example some clients may be able to assist with some of their personal care and choose what they would like to wear where other clients may need to rely solely on my assistance to wash and choose their clothes and accepting that I must manage this accordingly and with compassion.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life of the school. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. Inclusion is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a

Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

If everybody is treated equally with the same rights and respect for each other regardless of race, age and ability, then discrimination cannot take place. This can be achieved by making all areas accessible to people of all abilities, and by reducing barriers within communication. Together they make the promotion of participation easier.

First of all is important to define what is meant by inclusion and inclusive practice. Inclusive practice is a process of identifying, understanding and breaking down barriers that compromise the children participation in their educational process, in their feeling of belonging and in their wellbeing in the

Working towards inclusion means identifying barriers (real or perceived) to all children and families accessing and benefiting from what a setting has to offer on an equal footing. By breaking down those barriers we are taking steps to open up equality of opportunity and promote positive attitudes to diversity. This may mean things like having forms and notices available in different languages or formats, taking into account the needs of the families which use the setting to enable a diverse range of children and families to participate fully.

The principles of assessment in Scotland are clearly highlighted within Scotland’s latest educational reform, Curriculum for Excellence (CfE). It details that assessment in schools should be an integral part of learning and teaching and should continually be employed to provide a clear understanding of an individual’s achievement. Through this integration teachers are given the opportunity to work together with pupils to create achievable and challenging goals while maximising their potential as individuals to succeed as effective contributors, confident individuals, successful learners and responsible citizens (Scottish Executive, 2006). Assessment has been a massive topic for debate in Scottish education for a number of years and seen

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

This right for all children to participate fully in the curriculum, known as inclusion, improves schools for staff and pupils. Equal opportunities promote better academic and social achievement and as children should not need separation to achieve adequate educational provision, educational resources can be used more efficiently in an inclusive education. Furthermore, inclusion practiced in education promotes inclusion in society and fulfils children’s needs to be involved and integrated with all of their peers and increases self-esteem of the individual. My school’s equalities, SEN and inclusion policies are listed on the website for ease of reference and highlights the following action points in the plan relating to enabling full participation and equality of

JOY CUMMING, J., & Maxwell, G. S. (1999). Contextualising authentic assessment. Assessment in education: Principles, policy & practice, 6(2), 177-194.