26 The Inclusive Assessment Project at University College Cork

Aims and Objectives

• Embed Universal Design for Learning (UDL) principles into assessment design
• Establish a formal, institution-wide Assessment Policy informed by principles of inclusion

Initiative Overview

The Inclusive Assessment Project is a major whole-of-institution initiative, supported by the Higher Education Authority (HEA) PATH 4, Phase 2 funding.

The project’s core mission is to foster a university-wide approach to inclusive assessment by embedding Universal Design for Learning (UDL) principles into assessment practices across UCC. This proactive approach responds to the increasing diversity of the student body — with 23% of new entrants entering through Access pathways and over 2,600 students registered with the Disability Support Service in 2024/25 — highlighting the need to move beyond reliance on individual reasonable accommodations towards more inclusive assessment design for all.

The foundational phase of the project focused on evidence gathering through several key deliverables:

• Assessment Mapping: The initial stage involved mapping current assessment practices in first-year undergraduate modules across the four colleges. This process identified opportunities for greater coherence and alignment, revealing variations in the volume and weighting of assessments across modules of equivalent credit value, with implications for student workload and experience.
• Assessment Practices Review: The mapping also indicated that certain assessment types, such as in-class tests, are commonly used outside formal examination structures, presenting an opportunity to enhance consistency, transparency, and access supports.
• Consultation and Benchmarking: Insights from the mapping exercise, combined with international benchmarking of inclusive practices, informed a series of consultation workshops engaging staff and student representatives.

Drawing on this evidence, the initiative aims to deliver systemic change by promoting coherent, equitable, and transparent assessment practices. Key outcomes include the development of an assessment policy that focuses on programme-level assessment planning, aiming to help manage workload, reduce overassessment, and expand the use of diverse, authentic, and scaffolded assessment approaches that enable all learners to demonstrate their best work.

Impact and Evidence of Success

• Robust Evidence Base: Assessment practices across 477 first-year modules were mapped to build a comprehensive understanding of current approaches and identify opportunities to enhance the inclusivity of assessment across programmes.
• Direct Engagement: 62 staff and 19 student representatives actively contributed to the initial series of in-depth consultation workshops, which helped inform the development of a draft assessment policy, and further consultation workshops are ongoing with students and staff across the whole institution to gather feedback on the draft.
• Institution-Wide Impact: The resulting assessment policy will apply to all staff and students across undergraduate and postgraduate taught programmes.

Future Directions and Sustainability

The next steps will involve implementing the assessment policy by providing support to academics across the institution in developing programme-level inclusive assessments and practices in line with the new policy:

• Assessment Guides will be developed to support staff and students.
• Professional development opportunities related to assessment, UDL principles, and the new policy requirements will be made available to staff through central units.
• Inclusion Facilitators working in the four Colleges will support academic staff with devising and implementing inclusive assessment strategies.

Alignment and Policy Context

• National Access Plan
• HEA Programme for Access to Higher Education (PATH), Path 4, Phase 2
• Universal Design for Learning (UDL) Principles

Resources and Supporting Information

• Inclusive Assessment Project, UCC
• HEA PATH Programme

Funding and Acknowledgements

Funding: Higher Education Authority, PATH 4, Phase 2 funding.