A Student-Staff Partnership project called INclusive OBservation ASsessment (INOBAS) highlighted the following key points for all academics to consider in the design and delivery of assessments.
Language
Assessments should consider both English language proficiency and the needs of neurodivergent individuals.
Slight stuttering, talking slowly/quickly or needing to pause and think during verbal communication with the actor or examiner should be considered.
Body language
Various backgrounds may exhibit distinct body language and verbal communication styles. Not only cultures but also various backgrounds may manifest different body language.
Phrases such as this may be helpful to put students at ease:
‘My facial expression and body language throughout is not an indicator for how you are doing.’
Consider establishing a clear consensus between examiners about prompting questions to ensure fairness and to avoid over-thinking, for example consider saying:
‘Please read the question again.’
‘Is there anything you would like to change?’
Recorded assessment scenario
Recording an assessment scenario/environment and expectations can improve understanding and clarify expectations for the assessment. It provides students with a clear visual representation of what to expect on the day. Jargon busters/glossary of terms may be helpful in advance.
Eye contact
In certain backgrounds and cultures, maintaining eye contact might be challenging or perceived as inappropriate and may lead to students experiencing anxiety or feelings of discomfort. However, students need to understand that the expectation to gain and maintain good professional eye contact in the clinical setting (including clinical based assessments) not only fosters a connection with patients, but it also promotes trust and enhances effective communication contributing to overall patient care and wellbeing.
Project team
Student co-producers
- Ivy Yip (BSc Physiotherapy Year 2)
- Ragavi Pathmanathan (BSc Physiotherapy Year 2)
- Aisha Shahid (BSc Diagnostic Radiography Year 2)
- Fiyin Olafimihan (BSc Therapeutic Radiography Year 3)
Academic staff
- Jen Skok, Navina Virapen (Diagnostic Radiography)
- Cat Beavis-Hardy, Sarah Wink (Occupational Therapy)
- Katie Pavoni (Paramedic Science)
- John Hammond, Sanchez Davis, Saskia Walker (Physiotherapy)
- Julie Hendry, Yasmeen Malik (Radiotherapy and Oncology
- David Ross, Lecturer in Inclusive Education Dave Arnold, Education Strategy Manager.