Improving outcomes through accessible assessment and inclusive practices

The project

This ARC Linkage project will employ a sequential phase mixed-methods waitlist design in three Partner schools to test:

(1) whether accessible summative assessment task design leads to improved student outcomes with a focus on those with language and attentional difficulties;

(2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate student understanding of assessment aims and requirements; and

(3) how improvements in summative assessment task design and teacher practice can be sustained and upscaled across departments

Want to keep up to date with the project? Visit the Accessible Assessment ARC Linkage website.

Funding / Grants

  • ARC Linkage

Chief Investigators


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