Learners of diverse backgrounds may have reasons they cannot submit an assessment by a particular due date (religious observances, taking care of a sick family member, access issues, work obligations etc.) Providing flexible due dates addresses unforeseen technology issues learners may encounter but that should not affect their ability to succeed (internet connectivity, hardware malfunction, assignment due when help desk isn’t available, etc.). Finally, learners who are new to online education and/or a particular learning management system may not yet have the knowledge to navigate a course or properly utilize assignment submission tools. Providing flexibility in due dates ensures learners are not penalized because they are learning how to use an online system. All of these examples are common among online learners, particularly when those learners may have additional challenges that call for recognition of inclusive practices such as first generation, low-income, lack of prior online learning experience, disabilities, etc.
Tips and Suggestions
Offer a “life happens” pass. A learner can turn in an assignment after the due date by simply using their pass. This is a good option for learners that may not be comfortable disclosing why their work was late.
Tell learners if they communicate with you before an assignment is due, you are willing to negotiate an alternate due date that is reasonable for both you and the learner.
Reach directly out to any learner that does not submit an assignment by the due date. In that communication ask if they experienced any challenges with the assignment and how you might help them to be successful. This encourages learners who might feel they need to drop out of class because of late work to realize they can still succeed.
Resources
Revising Late Policies for Online Students - California Virtual Campus Online Network of Educators
Geographic boundaries for participation are not a factor in online learning thus there is an increased possibility of working with a greater diversity of learners (e.g. people from a variety of cultures, religions, ethnic backgrounds, family situations, learning abilities, etc.). Not all learners effectively demonstrate their learning in the same way, if there is a larger diversity of learners, the possibility of needing a variety of assessment formats increases. Learners should have the opportunity to be equitably assessed, which may not need to be based on their ability to express themselves through one format.
Tips and Suggestions
Clearly define what learners need to be able to do or know as a result of your course. Then, offer several ways for learners to show what they have learned. For example, if learners need to be able to explain how blood moves through the circulatory system of a human they could write an essay, draw a diagram or verbally explain the process. This might also include engaging learners in a discussion or activity that helps them to identify how they can best express they've met the learning objective.
Consider alternatives to a traditional or proctored exams. These types of exams given at a distance can have many drawbacks including additional stress for learners, lack of appropriate technology to use the distance proctoring services, substantial planning by the instructor, and learner privacy concerns. In lieu of a proctored exam you might assess learning through a multimedia presentation, a game, an open book exam, or learner-developed exam questions.
Unless the goal of the learning is to demonstrate the ability to accomplish something within a specific timeframe or on the first try, allow learners additional time and opportunities to revise and resubmit work. This will allows learners to demonstrate what they actually know and can do, not how fast or how accurately they can do it on the first try.
Resources
Equity and Assessment - Center for Professional Education of Teachers
Ideas for Remote Assessments - Iowa State University Center for Excellence in Learning and Teaching
Creating Inclusive Assignments and Assessments - University of Michigan
Alternatives for Final Assessments - Cal Poly Center for Teaching, Learning and Technology
Why Digital Assessments Should Go Beyond Recall and Be Inclusive - eLearn Magazine
Online learners may have less frequent and direct contact with the instructor. Issues or problems may go undetected unless there is a way for the instructor to check on learner progress on a regular basis. While this is a good practice for any learner, it is a particularly important to consider for inclusivity as it can help to address challenges faced by learners with processing challenges, neurodivergence, or life situations faced by online learners who are often non-traditional age (family commitments, full-time job, health issues).
Tips and Suggestions
Provide smaller and more frequent formative/low-stakes assessments (e.g. quizzes on readings or discussions, weekly reflections). In doing this you can catch any issues or areas where more work is needed before the class progresses too far. As well these types of assessments are less stressful for learners than if their grade is only dependent on a couple of large assessments. Many of these can also be easily administered and automatically graded (or self-graded) in online platforms.
Have each assessment build on previous assessments. This provides a scaffolded approach to learning where the learner does not need to learn and remember a great deal of information and report it all back in a single exam or assignment. Rather, they can learn one concept, then add another concept, etc. By the end of a class, this scaffolded approach will result in a full body of knowledge, but without the pressure of having to perform on a single high stakes assessment.
Resources
Student Centered Formative Assessments - San Diego State University Center for Teaching and Learning
Low Stakes Assignments - DePaul Teaching Commons
Examples of Low Stakes and Formative Assessments - Washington State University Global Campus
Scaffolding Assignments - How and Why - The University of Melbourne