Towards IncLusive Assessment: Unleashing Creativity TLC

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Towards IncLusive Assessment Unleashing
Creativity (TLC)

• The projects aim is
• To enhance the student learning experience by
  developing creative and inclusive modes of
  assessment which do not rely solely on written
  evidence.
• A joint FDTL5 project (250,000) between
• Southampton Institute (a University College) -
  Jenny Anderson, Liam Higgins, and Hazel
  McCafferty.
• Oxford Brookes University Lyn Bibbings.
• Bournemouth University Caroline Jackson.

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U n l e a s h i n g C r e a t i v i t y
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Project overview

• Research element - literature review, course
  audits, and exemplar assessments.
• Development element
• Year One - six buddies in three HEIs Year Two
  - 12 buddies in six HEIs Year Three - 18
  buddies in six HEIs.
• Dissemination element workshops, academic
  papers, conferences, HE Academy website.
• Evaluation element student satisfaction
  reviews, an external evaluator, a steering group,
  a HEFCE senior advisor, a QAA audit.

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Dyslexia a learning disability?

• Dyslexic students are at a considerable
  disadvantage in our text based Higher Education
  environment.
• Common difficulties are with
• Reading slow speed and
• mis-reading of words.
• Writing and spelling poor sequencing and
  omission of words.
• Short-term memory complex instructions are
  forgotten.
• Concentration a low attention span.
• Organisational skills are haphazard.

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Dyslexia a learning ability?

• Dyslexic students often have strengths which they
  find are not used in their assessed work.
• Many dyslexic students may
• have strong visual-spatial 'right-hemisphere'
  strengths - holistic perception, lateral
  thinking, problem-solving ability and
  creativity.
• have excellent interpersonal and intuitive skills.