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1. Good teaching for diverse learners
1. Focus on students as learners
2. Respect and adjust for diversity
3. Provide context-specific information and support
4. Facilitate meaningful intercultural dialogue and engagement
5. Be adaptable, flexible and responsive to evidence
6. Prepare students for life in a globalised world
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2.  Assessment
 Drives students learning/ their discipline-specific knowledge/ and skills & also
confirms students understanding of what they are required to do to meet the
assessment requirements.
 How can assessors focus on diverse students as learners?
Skills like
critical reading and writing
use of examples as evidence
how to structure an ‘essay’, or a ‘case study’
Principle 1: Good teaching across diverse learners will focus on students as
learners
not presumed to
be present at
enrolment
What next?
 Provide them with resources & guidance (referencing requirements).
 Provide specific feedback and support students who need support to develop
academic language.
 Provide linkage of learning material and the purpose of learning (rationale) and
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3. Principle 2: Respect and adjust for diversity/ Know and respect your students
Why?
 Knowing your students & challenges they are facing while studying,
improves retention rates and the overall success of students.
 Students may be facing time poverty, financial pressure, family
responsibility and/or significant hours of employment with study.
How?
 Making time and space for student to contribute to class – it’s a way for
staff to get to know their students and for students to get to know each
other.
 Provide students with opportunities to clarify the requirement of an
assessment task early in the course.
 Provide examples of coursework question along with the answers – this
will help students understand what is expected.
 Include a range of assessment task (case-base evaluation, self-assessment,
peer assessment, presentations)- this will help students to demonstrate
their learning in different ways.
 Provide pre-exam practice and feedback.
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4. Principle 3: Provide context-specific information and support
 Australian university populations in continue to diversify- it is necessary to teach
the students in ways that accommodate all of them.
 Accessible language provides clear understanding of expectations, concepts, ideas
and assessment requirements and facilitated higher-level understanding and
performance by LSES students/ diverse students.
 Example: “Write in depth”, “Critically Analyse”, “interpretation”- Student
might think What’s depth? What’s critical? What’s analysis?
Student’s say: “Because they are the ones marking my assessment.. It’s good to
know what they want in the assessment or exam”
Assessment item must be: COMPARABLE, LINKED to the LEARNING
OBJECTIVES and ASSESS the SAME KNOWLEDGE and SKILLS
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5. Principle 4: Good teaching across diverse learners will enable meaningful
intercultural dialogue and engagement
How?
 Include assessment tasks with small groups sizes as a
part of the program (Ideally between 4 and 6
members).
 Provide feedback so that the students progressively
develop their skills.
 Tell students about the rationale for working in a
group.
Assessment of group work includes peer assessment as
well as self-assessment and reflection.
When students are asked to think about what they are
learning in the group process:-
 they start to look at the world from a non-self-
perspective
 they start to be more open-minded and
 they learn intercultural interaction skills and interact
with students from different backgrounds.
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6. Principle 5: Be adaptable, flexible and responsive to evidence
Flexibility &Variety in assessment (mode)
MAKE SURE THAT THE METHOD CHOSEN IS RELEVANT TO THE
LEARNING OUTCOME
• Part of providing flexibility and variety to students is offering different
assessment formats.
Flexibility around assessment due dates:
 A clear need for flexibility around assessment due dates at times for LSES students.
 Question of fairness?
 Responsive & adaptive:
 Feedback
 Reflecting on practice
 Changes are evidence based
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7. Principle 6: Preparing students for life in a globalised world
Assessment tasks should:
 Promote learning and skills beyond the task itself/ develop the ability of the
student to gather and apply knowledge in and across disciplines in a globalised
world/ consider the global application;
 encourage life-long learning;
 Should let the student show that they can deal with multiple perspectives such
as National, cultural and/or linguistic.
 Students should be taught to be reflective: Reflection can lead to important
questions, use reflective task to analyse critically and reflect on their own
assumptions, values and beliefs.
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