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Choice of Assessment Methods - Who Benefits?

As all students have differing strengths, to use just one method will advantage some students and disadvantage others.

The following are case studies of students who may have particular difficulties with the traditional end of year exam.
Cases Issue Solutions for students
Mature Student Lower stamina means this student may find it difficult to write continuously for three hours. Furthermore, assessments based on memory may be to the disadvantage of this student. Student shows her acquisition of the learning outcomes via alternative methods (e.g. essay assignment).
"Traditional" Students Some students will find, for various reasons, that they under perform in exam situations. Student shows their acquisition of the learning outcomes via alternative methods.
Student with a Disability Lower stamina means this student may find it difficult to write continuously for three hours. Furthermore, handwriting may be slower or illegible, leading to the need for reasonable accommodations. Student shows her acquisition of the learning outcomes via alternative methods (e.g. mini viva).
Student with a specific learning difficulty Student finds structuring essays in limited time very difficult or is overly anxious in exams about spelling/ grammar and this hinders her ability to properly display her understanding of the topic. Student shows her acquisition of the learning outcomes via alternative methods (e.g. oral presentation).
International student Completing essays in a second language under time constraints can be difficult. It can hinder students' ability to display acquisition of the learning outcomes. Student shows her acquisition of the learning outcomes via alternative methods (e.g. reflective journal).

Action plan for lecturer

Offer a choice of assessment methods that students can choose from in order to display their acquisition of learning outcomes.View a testimonial from TCD's Occupational Therapy who offered a choice of assessment.

For more information see UCD's A Practitioner's Guide to Choice of Assessments within a Module


Last updated 22 September 2016 by Trinity Inclusive Curriculum (Email).