Accessible Assessment and Pedagogies

Improving Student Outcomes Through Inclusive Practice
1. Auflage 2025
ISBN: 978-1-032-58412-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 392 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 453 g

This book is an evidence-based, practical guide to enable pre- and in-service teachers, system and school leaders to maximise students’ understanding of classroom teaching and assessment, improving outcomes and expanding opportunities for all students.

Developing accessible assessment and pedagogy is especially critical when students have language and/or attentional difficulties; what if there were some simple things schools could do to make learning and assessment easier for all students to understand, from the outset? This book presents robust evidence from world-leading collaborative research in three large secondary schools that proactively designing classroom instruction and assessment for accessibility makes a positive difference for students and teachers. Evidence from eye-tracking technology, classroom observations, questionnaires and interviews with students and teachers, and summative assessment results points to what can change and why these changes are important. Written in the same plain language and humour as its best-selling sister, Inclusive Education for the 21st Century: Theory, Policy and Practice, this new book explains accessibility and why it matters, and details processes for designing out barriers in summative assessment and pedagogy. Stories from partner schools about how they spread these gains across the whole school make this an accessibility playbook to drive whole school and system reform.

Teachers, Heads of Department, Principals, Speech Pathologists and other professionals will find this text a rich source of professional learning for individuals and teams with discussion prompts for leaders and teachers at the end of each chapter.

Zielgruppe

Postgraduate and Professional Reference

Autoren/Hrsg.

Willis, Jill

Graham, Linda J.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Lernschwierigkeiten, Legasthenie, ADHS

Inhaltsverzeichnis

Part I:  The Why, The What, The Who & The How

1. Introducing the Accessible Assessment ARC Linkage Project

2. What is Accessibility and Why Does it Matter?

3. Understanding Language and Attentional Difficulties 

Part II: Designing Out Barriers in Summative Assessment

4. The Process of Accessible Assessment Redesign 

5. Do Accessible Assessment Task Sheets Work? 

6. The Assessment Crucible Effect

Part III: Removing Barriers to Classroom Learning

7. Common Barriers That Impact Student Learning

8. Teachers Busting Barriers by Engaging in Accessible Pedagogies

9. Did Teachers’ Use of Accessible Pedagogies Make Any Difference to Students?

Part IV: Upping the Accessibility Ante with AAfL

10. Accessible Assessment for Learning (AAfL)

11. Starting with Success Criteria

12. Student Experience as a Force for Accessibility in Assessment for Learning

Part V: Other Important Ingredients for Success

13. Teachers Reflecting on Going Okay (or not!)

14. Leveraging Accessibility for Whole School Improvement

15. Conclusion (or is it…?)

Über Autor(innen)

Professor Linda J. Graham is Director of the Centre for Inclusive Education (C4IE) at Queensland University of Technology (QUT), Australia. Linda has published more than 100 books, chapters, and journal articles on inclusive education, as well as numerous pieces published in The Conversation.

Professor Jill Willis is an education academic and researcher at Queensland University of Technology. She specialises in collaborative research that promotes positive outcomes for students in complex educational contexts such as equity in assessment, wellbeing in school learning spaces, and teacher agency in quality frameworks.