Would you like to?

• Try out and evaluate more innovative assessments?
• Be more inclusive in your approach to assessing students?
• Reduce plagiarism?
• Respond to students' learning styles?
• Reduce time spent marking?
• Increase student success rates?
• Help develop skills employers want?
• Do you want to improve the student learning experience?
• Write a reflective case study for the TLC Project?

There are now a high percentage of students in Higher Education who have some form of declared disability. This site provides resources to help lecturers make changes the way they assess.

In order to make assessments as inclusive as possible, the TLC Project team and colleagues have produced a number of reflective case studies giving practical information on how to integrate a more diverse range of assessments into your course.  Innovative assessments could include activities like event management, video, oral, practical presentations or exhibitions.  Alongside the case study templates there are links to underlying pedagogic theory and further information, which supports the different forms of assessment.

We welcome feedback from people using the site and trying out the assessments.  Feedback will be used to further develop the case studies.

We would also like to hear from lecturers who would like to write a reflective case study for the TLC project.  Further details.

Go straight to the case studies

Some resources on this site require free adobe acrobat reader

Some lecturers's views on assessment

‘We’ve got to be creative, we’ve got to try and encourage ourselves not to just to adopt the standard approach, but to try and see something differently and to try and encourage the students to be as creative as well’

‘What you need is a variety of assessments across the programme to ensure that everybody gets at least one stab at an assessment they feel good at’

‘We have a particular module in the vocational course that involves activity and gets year after year a high level of involvement and that’s really encouraging for the tutors as well as the students’

(quotes from TLC Research,' Exploring lecturers views on assessment' (2005)

(H McCafferty et al 2005)

What do dyslexic students think of current assessments?

‘we were coming to pick our options, I looked at what assessments there were and there were some that I really wanted to do, but because they were pretty much 100% exam I didn’t pick them.

‘Over three hours I personally can get myself in a panicky situation and I never do myself justice in any of the exams I do.

'its very hard to concentrate in those three hour exams as a dyslexic'

'The trouble is that a lot of teachers don’t understand about dyslexia'

Quotes taken from TLC Research.  ' Exploring students' attitudes towards assessment'

(H McCafferty et al 2005)

About TLC