Overview
This book is an evidence-based, practical guide to enable pre- and in-service teachers, system, school, and middle leaders to maximise students’ understanding of classroom teaching and assessment, improving outcomes and expanding opportunities for all students. Developing accessible assessment and pedagogy is especially critical when students have language and/or attentional difficulties; what if there were some simple things schools could do to make learning and assessment easier for all students to understand, from the outset? This book presents robust evidence from world-leading collaborative research in three large secondary schools that proactively designing classroom instruction and assessment for accessibility makes a positive difference for students and teachers. Evidence from eye-tracking technology, classroom observations, questionnaires and interviews with students and teachers, and summative assessment results points to what can change and why these changes are important. Written in the same plain language and humour as its best-selling sister, Inclusive Education for the 21st Century: Theory, Policy and Practice, this new book explains accessibility and why it matters and details processes for designing out barriers in summative assessment and pedagogy. Stories from partner schools about how they spread these gains across the whole school make this an accessibility playbook to drive whole school and system reform. Teachers, heads of department, principals, speech pathologists, and other professionals will find this text a rich source of professional learning for individuals and teams with discussion prompts for leaders and teachers at the end of each chapter.
Full Product Details
Author: Linda J. Graham ,
Jill Willis (Queensland University of Technology, Australia)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Weight: 0.453kg
ISBN: 9781032584126
ISBN 10: 1032584122
Pages: 454
Publication Date: 28 July 2025
Audience:
Professional and scholarly
,
Professional and scholarly
,
Professional & Vocational
,
Professional & Vocational
Format: Hardback
Publisher's Status: Forthcoming
Availability: Not yet available
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.
Reviews
""Accessibility is one of the key attributes of quality assessment and is at the core of QCAA's work from kindergarten to Year 12. Ensuring an assessment is accessible is essential to provide all students with a clear understanding of how to demonstrate their learning. The outcomes of this work are incredibly exciting. The innovative research methodology has already provided valuable data that underpin evidence-led strategies to support teacher assessment literacy and has informed the development of assessment materials that support improved student learning. We have been privileged to collaborate with QUT, and thank the research team, teachers and students for their dedication to this project."" Queensland Curriculum and Assessment Authority
Author Information
Linda J. Graham is Professor and Director of the Centre for Inclusive Education (C4IE) at Queensland University of Technology (QUT), Australia. She specialises in identifying and addressing factors that prevent students from accessing and benefitting from education. Linda has published more than 100 books, chapters, and journal articles on inclusive education, as well as numerous pieces published in The Conversation. Jill Willis is Professor in the School of Education at Queensland University of Technology. She specialises in collaborative research that promotes positive outcomes for students in complex educational contexts such as equity in assessment, wellbeing in school learning spaces, and teacher agency in quality frameworks.
