Article # 2
Inclusivity in Module Design and Assessment Methods in the Humanities
Title :
Inclusivity in Module Design and Assessment Methods in the Humanities
Authors :
Kristen Brill Faculty of Humanities and Social Sciences , Keele University
DOI :
This article will evaluate the inclusivity of design and assessment methods of AMS 30043 : Violence and Power in Antebellum America . This module explores issues of power and belonging from the end of the American Revolution to the American Civil War . This is a level 6 seminar available for History third-year students . The module was first designed in summer 2017 , was taught for the first time in autumn 2017 and continues to be taught annually . The aim of this article is to provide concrete and tested examples of inclusive teaching and assessment practices for other educators to adopt and / or adapt to fit their teaching agendas . First , the article engages with how to balance individual and group work in both inclusive learning and assessment methods , and how this can complement a wide range of pedagogical approaches . Then , the article reflects on the effectiveness of alternative and formative assessment methods , and how these can be modified to fit inclusive teaching and learning programmes . In sum , the following analysis integrates theory with practice to help teachers in the Humanities implement inclusive teaching and learning models more efficiently and effectively .
An evaluation of the inclusivity of module design and assessment tasks should be conducted at several levels . First , at the national level , policy guidelines and recommendations from centralised bodies , such as the Higher Education Academy , must be taken into consideration to ensure standardisation across the university sector . 1 At the university level , Keele University ’ s Teaching and Learning Strategy to 2020 and Equality and Diversity Strategy 2015-2020 provide a template for personal , academic and professional development to prepare
Keele graduates for life beyond university . 2 At the department level , history discipline-specific skills , such as the ability to analyse primary source materials and engage with relevant secondary historiography , are identified and embedded into the curriculum to make certain departmental modules complement one another in terms of knowledge and skills learning throughout students ’ complete three-year course study . At the module level , as an instructor , there are several means by which I can evaluate the strength of my module : formal and informal student feedback , student assessment processes and results , external examiners ’ reports and peer observations . The following analysis will integrate criteria and approaches from each of these
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