Inclusive Assignments and Assessments

Assignments and assessments are powerful tools for advancing equity and inclusion in the classroom. They shape how learners engage with course material and how their learning is recognized and valued. Inclusive design in this area means offering clarity, flexibility, relevance, and meaningful feedback so that all learners have a fair opportunity to succeed. The strategies below center inclusive practices that support learners from diverse backgrounds, with varied needs, strengths, and lived experiences. 

Inclusive choices can be made around the assignments you give and how you assess them. Equitable assignments take into consideration how to help all learners succeed by incorporating flexibility, scaffolding learning, and providing clarity.  Some specific strategies include:

• Incorporate flexibility in options for learners to engage and compose in multiple means (e.g., essays, presentations, projects, audio, visual).
  • Scaffold assignments to not only begin with low-stakes before moving to higher-stakes assignments, but also allow for practice, feedback, and revision
  • Design assignments that are authentic to the practical skills and norms that learners will need once they graduate
  • Allow for learners to bring in their cultural and lived experiences as well as incorporate examples and materials from diverse perspectives and authors. For instance, if you use case studies, these should include diverse perspectives and identities.
  • Provide assignment instructions in writing and verbally.
• Assess and provide feedback transparently throughout the assignment/assessment process
  • If using tests, quizzes, or exams, provide ample time for them to be completed and account for learners’ testing anxiety by previewing exactly the areas they should study for.
  • If using a rubric, share it ahead of time and answer questions learners may have on how you will assess it.
  • Provide feedback throughout the assignment process, and once their final submission is in, that helps learners understand what they did well and areas to improve in.
  • Assess learners’ work when you are in a space to provide equitable and kind feedback and grades. For instance, if you have had a really bad day, your grading may be unconsciously harsher.
• Intentionally weigh various technology tools before implementing
  • Consider the equity issues that arise when using proctoring and potential alternatives.
  • Consider assessing work in D2L’s anonymous mode to reduce implicit bias.