Designing inclusive assessment through Universal Design for Learning

Merry, K. L. (2025). Better assessment in higher education: A universal design for learning approach. CAST. ISBN 9781943085354

Authors

DOI:

https://doi.org/10.47408/jldhe.vi40.2073

Keywords:

University Design for Learning, assessment design, higher education, inclusive pedagogy, student learning, reflective practice

Author Biography

Lesley Raven, Manchester Metropolitan University

Lesley Raven is a Senior Lecturer at Manchester Metropolitan University, and a Senior Fellow of Advance HE. She has over twenty years’ experience spanning fashion and design, including business contexts. Her Doctorate in Education explored educators’ understanding of reflective practice in art and design, including visualisation techniques. Her research investigates collage as a methodology to support academic identity and foster professional learning and resilience in higher education. Lesley currently holds a Lead Innovation Scholarship in Flexible and Authentic Assessment and has participated in the Stellar HE and Aurora leadership programmes, reflecting her commitment to inclusive pedagogy and reflective practice.

References

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Biggs, J. B., Tang, C. S.-K., & Kennedy, G. (2022). Teaching for quality learning at university (5th ed.). Open University Press.

Boud, D., & Falchikov, N. (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.

Enachescu, V. A. (2025). Teaching in the age of neurodiversity: Inclusive educational practices for learners with cognitive variations. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2025 proceedings (pp. 2520–2529). IATED. https://doi.org/10.21125/iceri.2025.0825

McArthur, J. (2023). Rethinking authentic assessment: Work, well-being, and society. Higher Education, 86(6), 1301–1315. https://doi.org/10.1007/s10734-022-00822-y

Orr, S., & Shreeve, A. (2019). Art and design pedagogy in higher education: Knowledge, values and ambiguity in the creative curriculum. Routledge.

Pavlakis, M. (2020). Argyris and Mezirow: A relationship revealed. In E. W. Taylor & P. Cranton (Eds.), Expanding transformation theory (pp. 135–149). Routledge.

Rowe, A. D. (2016). Feelings about feedback: The role of emotions in assessment for learning. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education (pp. 159–172). Springer. https://doi.org/10.1007/978-981-10-3045-1_11

Smit, R. (2012). Towards a clearer understanding of student disadvantage in higher education: Problematising deficit thinking. Higher Education Research & Development, 31(3), 369–380. https://doi.org/10.1080/07294360.2011.634383

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Published

25-06-2026

How to Cite

Raven, L. (2026). Designing inclusive assessment through Universal Design for Learning: Merry, K. L. (2025). Better assessment in higher education: A universal design for learning approach. CAST. ISBN 9781943085354. Journal of Learning Development in Higher Education, (40). https://doi.org/10.47408/jldhe.vi40.2073

Issue

No. 40 (2026)

Section

Reviews

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