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.

"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

• Part I: The Why, The What, The Who & The How1. Introducing the Accessible Assessment ARC Linkage Project2. What is Accessibility and Why Does it Matter?3. Understanding Language and Attentional Difficulties Part II: Designing Out Barriers in Summative Assessment4. The Process of Accessible Assessment Redesign 5. Do Accessible Assessment Task Sheets Work? 6. The Assessment Crucible EffectPart III: Removing Barriers to Classroom Learning7. Common Barriers That Impact Student Learning8. Teachers Busting Barriers by Engaging in Accessible Pedagogies9. Did Teachers’ Use of Accessible Pedagogies Make Any Difference to Students?Part IV: Upping the Accessibility Ante with AAfL10. Accessible Assessment for Learning (AAfL)11. Starting with Success Criteria12. Student Experience as a Force for Accessibility in Assessment for LearningPart V: Other Important Ingredients for Success13. Teachers Reflecting on Going Okay (or not!)14. Leveraging Accessibility for Whole School Improvement15. Conclusion (or is it…?)

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.

"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

• Part I: The Why, The What, The Who & The How1. Introducing the Accessible Assessment ARC Linkage Project2. What is Accessibility and Why Does it Matter?3. Understanding Language and Attentional Difficulties Part II: Designing Out Barriers in Summative Assessment4. The Process of Accessible Assessment Redesign 5. Do Accessible Assessment Task Sheets Work? 6. The Assessment Crucible EffectPart III: Removing Barriers to Classroom Learning7. Common Barriers That Impact Student Learning8. Teachers Busting Barriers by Engaging in Accessible Pedagogies9. Did Teachers’ Use of Accessible Pedagogies Make Any Difference to Students?Part IV: Upping the Accessibility Ante with AAfL10. Accessible Assessment for Learning (AAfL)11. Starting with Success Criteria12. Student Experience as a Force for Accessibility in Assessment for LearningPart V: Other Important Ingredients for Success13. Teachers Reflecting on Going Okay (or not!)14. Leveraging Accessibility for Whole School Improvement15. Conclusion (or is it…?)

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.

"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

• Part I: The Why, The What, The Who & The How1. Introducing the Accessible Assessment ARC Linkage Project2. What is Accessibility and Why Does it Matter?3. Understanding Language and Attentional Difficulties Part II: Designing Out Barriers in Summative Assessment4. The Process of Accessible Assessment Redesign 5. Do Accessible Assessment Task Sheets Work? 6. The Assessment Crucible EffectPart III: Removing Barriers to Classroom Learning7. Common Barriers That Impact Student Learning8. Teachers Busting Barriers by Engaging in Accessible Pedagogies9. Did Teachers’ Use of Accessible Pedagogies Make Any Difference to Students?Part IV: Upping the Accessibility Ante with AAfL10. Accessible Assessment for Learning (AAfL)11. Starting with Success Criteria12. Student Experience as a Force for Accessibility in Assessment for LearningPart V: Other Important Ingredients for Success13. Teachers Reflecting on Going Okay (or not!)14. Leveraging Accessibility for Whole School Improvement15. Conclusion (or is it…?)