An RSM & ErasmusX Guide to making sure we are ‘FAIR’ when assessing student learning (Free Download)
Assessing and grading aren’t always experienced as fair by students and teachers follow specific policies and have habits that may not always include all students equitably. There is much to challenge when it comes to assessment practices because some of these practices can perpetuate inequities: providing advantages or benefits to some students and not to others. Paradoxically, the rationale for certain ways of grading and assessing puts equality and fairness at the forefront but including all students is a matter of flexibility. What if we adopted a more equitable approach to assessment by considering new or adjusted practices that lower barriers for students (e.g. providing choices in demonstrating learning rather than one-size-fits-all), ensure that the feedback or the score reflects individual performance (rather than a mix of different data), and create a safe social and emotional environment for all students?
As part of our commitment towards educational innovation, ErasmusX keeps exploring new assessment and grading practices and has joined the Programmatic Assessment Community. But innovating alone isn’t the answer. We need to ensure that we remain critical and ethical while implementing anything new. This is what pushed Fanny Passeport (Education Developer at ErasmusX), Aki Negate (Student Assistant at ErasmusX) and Marijn van den Doel (Learning Innovation Consultant at RSM) to develop the F.A.I.R. guide (Flexible, Accurate, Inviting, Respectful) to support teachers in reflecting and adjusting their assessment and grading practices.
There are no quick fixes or a one-size-fits-all solution. Still, this guide does provide some important directions, supported by the literature, and pushes us to think about all students’ experiences, including the students who may belong to vulnerable groups.
👉 Obtain the guide by clicking on this link (this will immediately download the PDF file, so no need to leave your personal info somewhere 😁).
We invite you to reshare this guide in your faculty, and discuss it with others including your own students and, of course, we would love to hear some of the things you were able to implement in your context.
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