ABSTRACT
Many nations have powerful legislative and ethical drivers to compel us to ensure that students are treated equally with no discrimination on the basis of age, gender, disability, ethnic background, race, culture, religion, sexual orientation or political beliefs. Carrying this forward into assessment in HE can be a very tall order because, despite good intentions, we are all products of our own contexts and may not always be aware of our own discriminatory behaviour.This chapter draws on international good practice and offers some discussion of how best to assess the practical and live skills of diverse students.
