We asked our Fellows to write us a short blog about their background and what they are doing as part of their BILT Fellowship. The following blog is from Emilie Poletto-Lawson, who has been a BILT Fellow since February 2018.
Based in the School of Modern Languages, I specialise in teaching French both in the degree programme and University-Wide Language Programme. My areas of interest are student motivation, feedback and digital enhancement of learning.
I started my BILT fellowship on inclusive assessment on the 1st of February 2018. Looking at how best to design a curriculum and assessments to meet the needs of all our students while maintaining strong academic content is a highly motivating challenge. I strongly believe that education is our greatest asset on the path to equality, and it is with this in mind that I am researching this theme.
Looking at inclusivity, my first task is defining “inclusive assessment”, encompassing all of its dimensions as it has been evolving, and looking at the myth of inclusive assessment as a “dumbing down” of education. My postulate is that acts such as the 1995 Disability Discrimination Act and the 2010 Equality Act were catalysts for this field, but I am still at the beginning of my journey.
If you are interested in this topic, I would recommend the following article, as it raises some very interesting questions and tackles the main criticism of inclusivity, that it is “dumbing down” education:
Haggis, T. (2006) Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’. Studies in Higher Education, 31(5), pp.521–535. [Accessed 15.03.2018] http://www.storre.stir.ac.uk/bitstream/1893/457/1/Haggis_Pedagogies_for_diversity_2006.pdf
The aim of my research is to learn from the literature to inform our practice at the University of Bristol. At this stage I have many questions. What does an inclusive syllabus look like? What does an inclusive educator look like? What should educational development for the latter look like? What is the first step? And what are the next ones? Who can/should initiate change? Is inclusivity a way to improve engagement? What does all this mean for us at UoB? These are but a few!
If you would like to discuss inclusivity in assessment, do not hesitate to contact me.
Bristol Institute for Learning and Teaching