Improving outcomes through accessible assessment and inclusive practices

复杂的评估任务和方法对残疾学生，包括语言和/或注意力有困难的学生的学习和成绩构成障碍。这项研究将测试：1）无障碍评估任务设计是否会改善学生的成绩; 2）加强教师的包容性实践是否会改善学生对形成性评估方法的了解，使学生能够更准确地理解评估目标和要求;以及3）如何在中学部门中持续和扩大任务设计和教师实践的改进。具有国际意义的预期成果是更具包容性的学习和评估做法，有可能使所有学生受益。

Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 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 task design and teacher practice can be sustained and upscaled across secondary school departments. Expected outcomes of international significance are more inclusive learning and assessment practices with the potential to benefit all students.