Inclusive Assessment: Coursework

What is the competence being assessed and why is this method appropriate?  

Group projects are commonly used to develop skills like collaboration, communication, critical thinking, and time management. They may include peer assessment or reflective components. This wide range of interpersonal, academic, and professional skills are highly valued both in education and the workplace, and are a rich source of skills related to our Education for Life Skills and Attributes.

Barriers for specific student groups:  
Examples of difficulties students can face with group work:  

• Students with autism can often struggle with social interaction and communication, particularly with people they are unfamiliar with. This creates a barrier to working effectively with groups of unfamiliar peers and also anxiety around having to do this.  
  
• Students with autism can also struggle with the lack of clarity around division of labour due to anxiety/perfectionism, this can cause them to overwork and take on more than their share of group work. This can cause tensions in groups, but also lead to burnout for the autistic student. Some students suggested they performed better when paired with people they knew. 
  
• Students with mental health difficulties may also struggle with social anxiety. This may lead to students avoiding group work and not attending.  
  
• Students may also be unable to attend all collaborative sessions due to their disabilities. This can also lead to increased anxiety about ‘missing out’ and about their reduced contribution to the group. Anxiety around the group’s perception of them may in turn affect future attendance. Students with depression, low self-image/esteem, may also struggle with heightened anxiety about attendance.   
  
• Some students with past trauma/PTSD may also feel unable to work with others, particular genders etc. due to past or ongoing issues. This may also affect the areas which these students can work in their groups.   
  
• Many students with SpLD (Specific Learning Difficulties) can find it difficult to translate thoughts into words and would struggle in a group setting to vocalise ideas and contribute. 
  
• Many students with ADHD find it difficult to work in groups due to the inability to focus or maintain attention when there are many people talking or causing distractions.   
  
• Students with perfectionist/OCD traits can struggle with the idea of sharing their work as they lose control of the quality of it.   
  
• Students with caring responsibilities, family or work can find it difficult to engage in meetings/group sessions outside of class.  
  
• When students find groupwork difficult, it can sometimes be misinterpreted by others as a lack of commitment, which may disrupt group dynamics.  
  
• Language difficulties: international students, for example, may find it harder to articulate ideas to the group. 
  
• Potential cultural challenges e.g. working with students from different backgrounds with different work approaches. 
  
• Providing flexibility is key, as students who start out working effectively in friendship groups might require the opportunity to switch groups or work solo if those friendships no longer function well.

A good design will make the assessment inclusive by default. When designing a collaborative project, ensure that the assessment measures the learning outcomes, and that these are communicated, and students supported. Clear instructions, scaffolded support and flexibility create an environment where all students are assessed fairly and can succeed.  

To make collaborative projects more inclusive, you can consider the following when designing your assessment:  

• When scaffolding group work, signpost some of the general reasons that students may find it difficult to fully engage. Support them to recognise that peers may contribute differently to the various aspects of the group task based on their strengths.   
• Provision of structure for students on how to plan and design group work, timings, when to meet, how to communicate, etc.  
• Option to work in a smaller group. 
• Online hub (perhaps a Teams channel?) for all contributions/group members to upload work/ideas/meeting notes. This would enable students who don’t feel able to attend group sessions to view all work and contribute to the project. This would also help with any language barriers. Using a platform such as Teams for collaborative projects removes some uncertainty for students with autism, or students with anxiety around how/when to communicate. Many student groups default to WhatsApp and the blurring of ‘professional’ and social communication can be challenging for autistic students to navigate. 
• Provide enough time to ensure that students with caring or work commitments have the time to participate fully.   
• Lecturer/assessor could act as mediator between the group and the member who feels they cannot communicate with the group. 
• Lecturer can timetable meetings, so that everyone has the same time available.
• Provide students with time and guidance to co-create clear groupwork rules. Students reported that they appreciate when the lecturer provides specific, actionable advice, e.g. if a member of the team does not respond, they can contact the module leader. 

Where collaborative skills are not a core component of the learning outcomes, a solo project may be a suitable alternative to group work.

What is the competence being assessed and why is this method appropriate?  

Presentations provide students with an opportunity to demonstrate a broad range of skills, including their understanding of the subject matter, such as relevant theories, evidence, and context; and their ability to communicate effectively through clear verbal delivery, audience awareness, engagement, and handling questions.

In group presentations, students also showcase interpersonal and teamwork skills by contributing meaningfully, maintaining a defined role, and collaborating without dominating or withdrawing. Additionally, presentations require professionalism and time-management - reflected in confident delivery - thorough preparation, adaptability, and the ability to keep to time.

Presentations: things to be aware of:

• Communication/interaction and social anxiety: presentations create heightened anxiety for a proportion of our students. It is essential to be aware of the impact this can have on individual students’ safety.
• Rigid expectations around presentation delivery - such as the assumption that effective presenters must maintain constant eye contact - can unfairly disadvantage students who rely on notes to support their communication. While eye contact is often interpreted as a sign of confidence or competence, it primarily serves to reassure the audience and is not a reliable indicator of a speaker’s ability. In some academic or professional settings, these conventions are reinforced by a narrow view of what ‘good presenting’ looks like, creating pressure for individuals to conform to specific behaviours that may not be accessible or inclusive for all.
• Students may be able to deliver, but find it challenging to answer questions without topics for these being indicated in advance. Some may feel unable to ask for questions to be repeated.  
• Duration of the presentation: some may require rest breaks if the presentations require an extended amount of time. Our University assessment policy defines upper limits on presentation length.
• Group presentations: lack of clarity around expectations of each individual; Without clear guidance on individual responsibilities, group presentations may place undue pressure on autistic students, who often struggle with the social demands of negotiating fair workload distribution and may compensate by doing extra work.
• Lack of supportive software: Some student with visual or other impairments may need to use assistive software to present.

Barriers for specific student groups:  
Examples of difficulties students can face with presentations:  

• The environment i.e. size of the audience and formal nature of standing at the front, may increase anxiety for students with a mental health condition or on the autism spectrum. 
• Students with speech impediments may find public speaking challenging.
• Students with visible conditions (e.g. alopecia, eczema) may find it difficult to stand in front of their cohort/lecturers. 
• Processing demands on students, for example, with high pain levels, processing conditions, fatigue. 
• Students not able to stand for the duration should be provided with a chair to sit to deliver. 

A good design will make the assessment inclusive by default. When designing a presentation, ensure that the assessment measures the learning outcomes, and that these are communicated, and students supported. Clear instructions, scaffolded support and flexibility create an environment where all students are assessed fairly and can succeed.  

To make presentations more inclusive, you can consider the following when designing your assessment:  

• Clear guidance on group output and individual input/expectations: does every group member need to present/speak? How can other types of input/work be demonstrated? 
• Enable students to have processing time when delivering slides, considering and responding to questions. 
• Consider the format of presentation: does it need to be live? Could it be recorded and questions answered live? Could indicative questions be provided?  
• Consider audience size: does it need to be to a whole cohort? Could it be to peers the student is comfortable with or just to assessors? 
• Where there is a competence standard for delivering a presentation in a certain way, scaffold the building of these skills via formative and/or low-stakes assessment well in advance of the required situation.  
• Consider the time of the presentation slot: allow students to select their own time slot rather than imposing a slot. This could enable to students to manage anxiety (so they can go first or last), regulate blood sugar levels, and manage fatigue levels.
• In cases where group work is a source of distress or difficulty, and where assessment criteria permit, offering an individual presentation format could be a more inclusive option.

Providing students with choice can reduce anxiety and empower them to showcase their strengths. Ensure that all formats are presented as equally valid and assessed using the same criteria. The following alternatives may be appropriate:

• Blog;
• Podcast;
• Essay;
• Academic poster;
• Recorded presentation;
• Presentation to be delivered online instead of in-person.

What is the competence being assessed and why is this method appropriate?   

To ensure assessments are inclusive, begin by identifying the intended learning outcomes: what specific skills or competencies are being evaluated? 

Beyond assessing subject knowledge, does the essay or long written response also measure students’ ability to: 

• Analyse information from various sources (whether recalled from memory or provided during the exam);
• Write in a persuasive and coherent manner;
• Structure their response according to a defined format or academic convention?

Written coursework: things to be aware of

• Written coursework often requires significant time and effort to complete, especially when it involves extended research, critical analysis, or engagement with new academic conventions. Many students struggle with balancing multiple assessments across modules. First-year and postgraduate taught students in particular may lack established strategies for scheduling, planning, and breaking tasks into manageable stages. This can lead to last-minute working, “all-nighters,” or missed deadlines. Release questions/topics as early as possible to enable planning, particularly for students balancing multiple deadlines, working, with additional needs or caring responsibilities.  
• Written coursework is especially susceptible to the use of generative AI, and is an area that can be a source of student anxiety around what is or isn't permissible. It might be better to assess the process rather than the product of a writing assignment, unless the originality and authorship of the submission can be ensured. 
  • See colleague guidance about AI and Assessment on the Learning and Teaching site.
  • Additionally, offer guidance to students about permitted and prohibited uses of AI tools by referring to guidance on the Academic Skills Kit.
• Plagiarism. Address academic misconduct issues proactively by clear expectations, and signposting to materials on paraphrasing, referencing, and critical use of sources (available on ASK website).
• When dealing with students' queries and assessing their work, focus on growth and not the product. Use compassionate and constructive language. For example, if a student is struggling with their assignment and utilises your office hours for discussion where they express difficulty specifically relating to, for example, a disability, show compassion and empathy, whilst also showing encouragement for the student. 
• Embedding inclusive principles into assessment design supports students to manage their time and learning more effectively, reducing the need for over-reliance on PECs. Extensions are not always an effective solution for students who are overwhelmed or anxious; they might delay learning or increase the workload for the student later on.

Barriers for specific student groups:  
Examples of difficulties students can face with written coursework: 

• General study skills are a common challenge, particularly for Stage 1 undergraduates and Masters students. Some may not have previously encountered certain forms of written coursework (e.g. reports, reflective logs, or dissertations), and unfamiliarity with expectations around referencing, academic language, or critical argument can create inequalities. In addition, students entering from diverse educational systems may be unfamiliar with UK academic conventions.
• Many students struggle to plan and structure their writing, moving from ideas to a coherent essay/report format. Without guidance, work can become descriptive rather than analytical. Weak structural skills can mask strong subject knowledge and disadvantage students with SpLDs or those new to academic writing. 
• Perfectionism. Students may feel their work is never “good enough” to submit, leading to avoidance or repeated late submissions. Over-editing and hyper-focus can consume time meant for other modules. This often interacts with mental health challenges such as anxiety. 
• Topic selection. Open-ended choices can overwhelm students, especially those who lack confidence in the discipline. Narrowing focus or identifying a feasible research question can be a barrier. It also creates a risk of students choosing topics that are too broad, too complex, or not aligned with marking criteria. 
• Mental health (anxiety, depression, ADHD, etc.). Perfectionism, procrastination, and avoidance behaviours often relate to underlying mental health difficulties. Students may struggle with getting started, sustaining focus, or regulating stress. Multiple deadlines across modules can trigger overwhelm and disengagement. 
• Physical disability. Students with chronic pain, fatigue, or mobility issues may struggle with extended writing sessions. Reliance on assistive technologies (e.g., speech-to-text) may introduce additional time pressures. Fatigue management often requires flexible deadlines or task adjustments. 
• SpLDs (Specific Learning Differences such as dyslexia, dyspraxia, ADHD) can affect several aspects of writing, e.g. information processing (slower reading speeds, difficulty juggling multiple sources), writing (challenges with sequencing ideas, grammar/spelling, or transferring complex thoughts into text). 

A good design will make the assessment inclusive by default. When designing a written coursework, ensure that the assessment measures the learning outcomes, and that these are communicated, and students supported. Clear instructions, scaffolded support and flexibility create an environment where all students are assessed fairly and can succeed.

To make written coursework more inclusive, you can consider the following when designing your assessment: 

• Written coursework can take a variety of formats – long essays, reports, reflective journals. Provide clear guidance and examples of what good looks like. While there are many resources available on the ASK website, the structure and expectations may vary across disciplines. Highlight the expectations in your assessment brief, providing clear guidance where possible, e.g. word count, referencing style, structure (if defined), marking rubric. Avoid any uncertainties and make hidden conventions explicit. 
• Type of question/format: Ensure clarity in your assessment design and the inclusive language . Where students are asked to devise their own questions (e.g. in research proposals), provide guidance and examples. 
• Options for questions: When asking questions which are open, direct, or open to interpretation, consider your learning outcomes. Direct questions give structure and guidance, but open tasks give more flexibility and an opportunity to deepen professional or personal interests. Where students can set their own questions (e.g. in dissertations, research proposals), provide examples and opportunities for frequent check-ins and formative feedback.  
• Signpost students to resources available: ASK, DSA study skills, Student Wellbeing Advisers,  module leader office hours, drop-in times. Use Canvas, assessment briefs, and lectures to remind students about support available.
• Provide guidance on structure and planning appropriate to the assessment format. Some students can feel overwhelmed by a large, complex written task – such as a long essay or a dissertation. Students usually perform better when provided with exemplars or reflective questions (for reflective logs). Others might need help with time management. You can integrate teaching sessions or online resources to show students how to break down large tasks into smaller stages. You can even divide your assessment into shorter stages and give an opportunity for formative assessment after each (provided by lecturer, or peers). ASK has guidance on time management, dissertations and research tasks, and critical thinking.
• To support both academic integrity and the scaffolding of skills, provide opportunities for practice through short-form writing exercises embedded in the teaching process. These might take the form of nested tasks that progressively build toward a larger submission, offering multiple low-stakes opportunities for students to practice, refine, and apply their ideas. By structuring tasks in this way, students not only receive timely, constructive feedback at each stage, but also generate a visible record of their developing thinking, and ensures an audit trail that evidences the growth of understanding and skills over time. 
• Where learning outcomes allow, provide alternative formats (e.g. essay or poster), keeping in mind that while the format might differ, assessment alternatives should have clear rubric and must assess the same learning outcomes. Read more on the alternative assessment to consider below.
• Transparent marking: Provide detailed rubrics that outline what good looks like. Use accessible language, avoid jargon, and, where possible, co-create rubrics with students to build shared understanding. It is also a good idea to share annotated examples of past-year papers (with authors’ permission, anonymised).  
• Make sure your feedback supports learning and is constructive. Consider varied modes of feedback – written, verbal, group, or 1:1 – and ensure feedback is timely and accessible.
• Formative and low-stakes (<30%) assessments play a key role in scaffolding learning, helping students build confidence and develop assessment literacy before engaging with high-stakes assignments. This is particularly valuable for longer, written assessments where students may be less familiar with the format and academic conventions (e.g. research proposals or reflective logs). By providing structured opportunities to practice in a low-stakes environment, students can receive feedback and prepare better for the high-stakes tasks. At the same time, some students may benefit from the flexibility to opt out of formative tasks without penalty, allowing them to focus on high-stakes assessments. Whatever your approach, apply policies consistently and communicate them clearly to ensure fairness and support student wellbeing.
• Where students require extensions due to disability-related issues, staff should prioritise compassion and consistency. Repeated requests for sensitive information can be distressing and unnecessary—teaching colleagues should refer to the module leader for SSP guidance, and module leaders can consult the School Office to avoid repeat disclosures. Extensions should be offered in a manner that reflects trust and understanding.

You may wish to consider the following alternative assessment types:

• Alternatives to dissertations: consultancy projects, professional reports, creative projects (e.g. websites), portfolio submissions. Dissertations traditionally test independent research and synthesis. Alternatives allow students to demonstrate them in more accessible, varied and authentic ways. 
• Alternatives to case studies: oral case study presentation, poster or infographic, video case study analysis. Oral or visual formats reduce barriers for students with SpLDs or writing difficulties while still assessing critical analysis and applied knowledge. 
• Alternative to essays: recorded presentations or podcasts, digital storytelling projects, blogs. Essays test argument, structure, and critical thinking. Alternative formats also assess these skills while reducing barriers of long-form academic writing and making assessment feel authentic. 
• Alternatives to long reports: policy briefs or executive summaries, posters, oral briefing/presentation. These alternatives feel more authentic to students, but still assess applied knowledge and communication of results.  
• Alternatives to research proposals: research pitch, poster/plan, research storyboard. These still allow to assess research design, while giving opportunities for visual or verbal representation.  
• Alternatives to research paper: conference presentation poster or infographics. These still require to conduct the research and communicate it to an audience, giving a flexibility of formats.  
• Alternatives to a written reflective log: vlog, podcast reflection, portfolio with commentary. These allow to express reflection in various media.  
• Alternatives to problem-solving exercises and written exercises: live workshop, role-play, debate, digital quizzes, practical demonstrations. They allow assessing reasoning and process of problem-solving, providing varied modes of expression.  

Peer review to improve essay writing for first years in School of English Literature, Language and Linguistics. Dr Kirsten MacLeod, Lecturer, School of English Literature, Language and Linguistics. 
Students find Peer Review useful, not only in terms of seeing where their work stands with relation to other students but also in helping them to reflect on their own essay-writing skills. The practice builds writing skills, but also assessment literacy.  
 
Enhancing support for international students in Faculty of Medical Sciences. Dr Alessio Iannetti, School of Biomedical, Nutritional, and Sports Sciences 
The case study highlights the support gaps for international students, with recommendations for module leaders and tutors.  
 
Developing more diverse and inclusive capstones for undergraduate management and business students. Angela Mazzetti, Senior Lecturer in Management Practice, Newcastle University Business School 
The case study on using alternative capstone projects to the traditional dissertation.

A lecturer in Classics (Dr Stephanie Holton) won the Vice Chancellor’s Award in 2022 where they had set up their assessments so that students could select the format of assessment that they would prefer to use.

• Blog post
• ReCap recording from the 2022 L&T Conference

If you have an example of inclusive written coursework, we invite you to contact LTDS or submit your case study using this form.

Resources for colleagues:

• AI and written coursework: Review the AI in Assessment page and the Pass AI resource
• Developing Writing Assessment – a guide from University of Sussex  

Resources for students: 

• Writing section on Academic Skills Kit (ASK) provides resources for students on academic writing, time management, structuring arguments, critical thinking, research skills and more. 
• Your Skills programme for students: workshops and resources for students. Sessions cover the full range of academic skills, exploring everything from planning to feedback, and finding information to referencing, including events tailored to the specific skills needed to ‘step up’ from one stage of study to the next.
• Writing and AI: ASK guidance

What is the competence being assessed and why is this method appropriate? 

Field trips assess a wide range of competencies that can sometimes be difficult to evaluate through other individual assessments. These include appropriate technical and practical skills, applied knowledge, critical thinking, observation and data collection, teamwork and communication, adaptable problem-solving, and ethical and reflective practice.  
The setting of a field trip can often provide a simulated professional environment or research setting, which makes the experience more relevant, motivating, and engaging. They also provide good opportunities for experiential learning, and a holistic assessment that combines technical, cognitive, practical, and interpersonal skills into one activity.

Assessed Field Trips: things to be aware of: 

• Financial accessibility: Clearly communicate, in advance, any costs involved, and options for financial support. Where possible, choose locations and activities that keep these costs low. 
• Neurodiversity and mental health: Be mindful of environments that may be overwhelming (e.g. crowded, noisy, unpredictable). Offer quiet spaces, clear schedules, and check-ins for students with anxiety or other needs. 
• Physical accessibility: Ensure that venues and transport are accessible to students with mobility issues. You will need to provide equivalent experiences or assessments for students unable to attend due to health or disability. 
• Assessment equity: Ensure assessment methods are transparent and inclusive of different student needs. Allow flexibility in how students demonstrate learning. 

Barriers for specific student groups: 

Examples of difficulties students can face with Assessed Field Trips:  

Neurodiverse students:  

• Sensory overload, unfamiliar environments, changes in routine, communication and social interaction can all be limiting factors. 
• Unclear instructions or sudden changes in plans may cause confusion or distress. 
• Note-taking and data recording in real time may be harder without support tools.
• Long days, travel, and constant interaction may lead to burnout, especially without breaks or reasonable adjustments. 
• Working with people they do not know very well, especially if room-sharing is required for overnight stays,  can negatively impact students' experience. 

Physical disabilities:  

• Terrain and infrastructure, transport, and lack of accessible facilities can limit participation.  
• Field trips often involve long periods of standing, walking, or travel that can be physically demanding. Limited opportunities to rest or manage pain can affect engagement and wellbeing. 
• Field equipment may not be adapted for use by students with limited mobility or dexterity. Carrying equipment can be difficult without support. 
• Students may feel excluded if they cannot fully participate in activities. Lack of peer understanding or staff awareness can lead to isolation or frustration. 

Students with childcare, care, or employment commitments:

• Students who have caring responsibilities or are in employment may find it difficult to spend time away from home, especially if the field trip lasts longer than a day.

A good design will make the assessment inclusive by default. When designing an assessed field trip, ensure that the assessment measures the learning outcomes, that these are communicated, and that students supported. Clear instructions, scaffolded support and flexibility create an environment where all students are assessed fairly and can succeed.  

To make field trips more inclusive, you can consider the following when designing your assessment: 

•  What are the competence standards that you are assessing – the assessment should assess these standards, not student’s skills in the assessment method.
• Are you looking at the skills required to gather information (including the roles people may be allocated within a field trip) and/or how that information is used/analysed?
• Are there elements that will be inaccessible for some groups of students? How might this impact on the focus of the assessment?
• What preparation will students need to be able to get the most from the field trip/placement?
• Scaffolding – use smaller stakes opportunities to practice the skills or use different environments to demonstrate competency ahead of time.

You will also need to consider any barriers that could prevent students from participating in the field trip and begin to plan adjustments and reasonable adjustments that may be required. As you consider reasonable adjustments recognise that many of these will benefit different groups of students.

• Recognise that time will be needed to make accommodations, build this into your planning for the field trip.
• Think through adjustments needed for students in your cohort. Consult SSPs and include students and their Disability Practitioner in discussions.
• Document guidance, knowledge of the environment where a student will be working/staying. Having this in writing, in advance means everyone will have clear information to rely on. 
• Be aware of overcomplicating – a lot of adjustments can be small things and/or common sense (e.g. taxi instead of public transport). 
• Consider making use of paired working – peer support can be really beneficial for some students, particularly where they are comfortable with the person paired with.  

Practicalities

• Consider the length of the field trip/placement. 
• Consider access to medical assistance.
• Identify places for rest/respite (somewhere warm and safe for someone to recover). 
• Access to appropriate toilet facilities. 

You may wish to consider the following alternative assessment types:  

• Consider whether existing data sets or a dry lab could be used to achieve the required competence standard instead.
• Virtual field trips.
• Where your assessment includes a number of components use other sections of this resource to build inclusivity into relevant components (eg written report, live presentation).

What is the competence being assessed and why is this method appropriate?

• Laboratory reports are appropriate where learning outcomes include applying the scientific method, interpreting experimental evidence, critical evaluation, application of theory to practice, and presenting findings in a professional format. 
• They allow assessing student’s ability to document procedures, results, and observations in a clear, structured, and replicable way. 
• They are a preparation for professional practice.  

Laboratory reports: things to be aware of:

• Many students can be unfamiliar both with the work in laboratory itself, and the different writing styles and formats. Especially at the early stages of study, they might struggle to adapt their writing to scientific conventions.  

Barriers for specific student groups:

• Taking part in lab activities in order to produce a lab report assessment can present various barriers for students with disabilities or neurodivergent students. For example, students with physical disabilities may find the physical environment of a lab and using its equipment to be a barrier to engaging with the work and assessment type; some neurodivergent students might find groupwork aspect difficult.  
• Health and safety concerns might present barriers to students with some disabilities (such as barriers to accessing lab environments safely).  
• Physical dexterity may affect the ability to complete practical tasks (e.g., pipetting, handling equipment) or might make students miss the class. Colleagues need to plan for supporting students who need to catch up – e.g. if they have not collected the data required to write the report due to an illness or disability.  
• At the same time, some neurodivergent students may find lab-based assessments beneficial because they are a regular and predictable part of their course. The consistent structure and familiar sections of lab work can provide a sense of routine, helping to build confidence.

• Exemplars and modelling: you can provide sample reports (e.g. anonymised last year assessments) so students can know what is expected of them. 
• Scaffolding skills is crucial. You can break task into stages (for example, lab notes, methods, analysis, full report). The conventions of writing should be taught explicitly, emphasising that it is a new skills.  
• Share detailed rubrics and marking criteria in advance. 
• Where possible, provide plenty opportunities for formative feedback. Feedback from PGRs demonstrators or technicians, as well as peers, should be available before summative submission.  
• Design assessment to enable students to submit selection of reports across the lab work or experiments, providing some flexibility.  
• Consider whether students can access lab and/or safely carry out the task.   
• Support practical skills (e.g. pipetting) with technician assistance or alternative equipment if needed. 
• Ensure sufficient lab time for students who may take longer due to disability-related needs (e.g. visual impairments). 

Report-writing element often cannot be replaced, as scientific writing is a core disciplinary skill. However, some other elements can be adjusted:

• Where a student cannot access the lab or safely complete tasks, provide datasets for analysis and report writing. This allows assessment of data interpretation and communication skills. 
• If independent practical work is essential to programme outcomes, but is not safe or possible to all students, consult Student Health and Wellbeing Service to ensure reasonable adjustments. 
• Students with physical disabilities may complete practical tasks by directing an assistant, ensuring the skill of planning and supervision is assessed. 

Peer assessment of lab reports to increase student self-regulation and development - Dr Glynn Atkinson, Senior Lecturer, School of Engineering.

A case study on using peer feedback on Stage 1 lab reports to encourage students to recognise good and bad practice and to correct mistakes before the final submission of the assessment. 

If you have other examples of inclusive lab work, we invite you to contact LTDS or submit your case study using this form.

• Inclusive lab work: a guide from University of Leeds. 

• Inclusive lab practicals: a guide from Oxford University.