Tuned In Educational Innovation Grant: Neuro-inclusion through flexibility in the assessment of presentation skills

Presentation skills are often considered important academic and transferable skills. Hence, many academic programs include acquiring such skills as one of their intended learning outcomes. However, existing research indicates that how these skills are typically assessed might impose an unfair burden on neurodivergent students, even when these students – like others – see the importance and value of the assessment of presentation skills (Hand 2023). In response, the Bachelor Philosophy piloted in 2024-25 an innovation to teach, practice, and assess presentation skills in a more neuro-inclusive way. Key to this innovation is built-in flexibility through Universal Design and a focus on the development of authentic presentation skills through individualized learning goals; working with self-chosen exemplars; co-creation with peers; formative feedback processes from peer and teacher; and multiple formats of delivery of the final presentation (online or live). Importantly, the assessment criteria were formulated in a way that does not by outset disadvantage neurodivergent students regarding presentation style. The scientific literature on assessment and neuro-inclusion as well as the details of the pilot of the neuro-inclusive innovation have been published (Blokvoort, Drissen, and Jacobs 2025).

This research project aims to conduct a feasibility study of the innovation and is being funded by a Tuned-In Innovation Grant.