My New Year's resolution was to turn all my research articles into memes to answer my friends' question of 'what do you actually work with'. Because academia needs more memes, behold: A thread on my research results on assessment and disabilities in higher education. As memes!

#UniversalDesign refers to inclusive learning environments, aiming to acknowledge the diverse needs of learners through accessible teaching practices. What is the goal of UD? We argue that the answer is not 'increased learning results' but social inclusion https://www.mdpi.com/2227-7102/10/1/12

There are billions of ways to conduct #SelfAssessment. One of them is often warned about: Self-grading. Students will give themselves A's! But in this study, self-grading changed the purpose of assessment - and was connected with better quality of studying https://www.tandfonline.com/eprint/GHQQ8JYYUDMPE9V2FJTS/full?target=10.1080/03075079.2019.1688282

In this conference paper about #UniversalDesign two disabled students talked about themselves after taking part in an inclusive learning environment. What was found was 'Otherness', maybe because these students had not participated in the design process https://www.researchgate.net/publication/330184051_Discourse_of_otherness_in_a_Universally_Designed_undergraduate_mathematics_course

It has been claimed that 21st century learning environments should promote student agency. How could #selfassessment support agentic studying in higher education? In this study, it was found out that self-grading offered an affordance for agency. https://www.tandfonline.com/eprint/NBN3V8WVYRB5QVEE2A7R/full?target=10.1080/02602938.2020.1720595

#Selfassessment has been often connected with students' 'empowerment' - but is it even possible for teachers to empower their students? Here, summative self-assessment was used to disrupt the usual power relations between 'an assessor' and 'an assessee'. https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1753687