Designing out barriers in assessment tasks to improve student outcomes
Assessment is an important part of high school. Each assessment task is an invitation to students to show what they know and they can do. Students’ comprehension of assessment tasks can impact their task engagement and response to the task. In this forum, researchers from the Accessible Assessment ARC Linkage project shared findings on the impact of redesigning secondary school assessment tasks to enhance student comprehension and achievement.
Professor Linda Graham and Associate Professor Jill Willis
Introducing the Accessible Assessment ARC Linkage Project
Professor Linda Graham & Ms Haley Tancredi
What is accessibility and why does it matter?
Associate Professor Jill Willis & Ms Julie Arnold
Success criteria as a starting point for increasing accessibility in assessment
Ms Haley Tancredi
Accessible assessment tasks: Beneficial for all but essential for some
Professor Linda Graham
Identifying and removing barriers to optimise students’ comprehension of secondary school assessment tasks (viewable by registered attendees only)
Dr Callula Killingly, Professor Linda Graham, Associate Professor Sonia White & Professor Naomi Sweller
Did the redesign work? Evidence from students’ visual engagement, comprehension, and achievement (viewable by registered attendees only)
Mr Terry Gallagher (DoE), Ms Gaenor Dixon (SPA), Mr Tony McCormack (QSPA) & Ms Alison Welch (QCAA)
Sounds great, but…what are some common myths that stop people from taking assessment action?
