This toolkit helps you to consider alternative methods of assessment for students to demonstrate intended learning outcomes. These can either be incorporated as ‘Designed for All’ assessments at the outset, or as reasonable adjustments in response to students with disabilities.

We need to adjust assessments when students have a formal diagnosis, and in response to what a disabled person says and/or does as that counts as evidence in the Equality and Human Right Commission Advice Note. It is rare not to be able to make a reasonable adjustment to a method of assessment on the grounds that it constitutes a competence standard, for example a required task in an assessment on a medical degree may be a competence standard. Even when designed for all alternatives are in place, individual students may require further bespoke adjustments. If, in individual units, certain assessments regularly generate large numbers of bespoke adjustments, this points to a need to offer a standard alternative which would reduce this need. Where an alternative is offered, you will need to consider how it is an equivalent way of fulfilling an ILO, and reflect ideas about equivalence in the marking scheme.  

In summary, Schools are encouraged to:

• use alternative assessments to reduce the need for bespoke adjustments
• take a programmatic approach in designing assessment structures, including a suitable range of alternatives,
• ensure a good balance of formative and summative work,
• design an overall assessment workload which is suitably sequenced and manageable for students and staff
• explore inclusive assessment ideas that may work in your discipline
• discuss your ideas with students and with the BILT team.