Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners.

Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way.

This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.

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chapter |6 pages


Size: 0.24 MB

part Section I|78 pages

Macro contexts of assessment for inclusion: Societal and cultural perspectives

chapter 4|11 pages

Indigenous Perspectives on Inclusive Assessment

Knowledge, knowing and the relational
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part Section II|80 pages

Meso contexts of assessment for inclusion: Institutional and community perspectives

chapter 868|11 pages

Inclusive Assessment

Recognising difference through communities of praxis
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chapter 10|10 pages

Inclusion, Cheating, and Academic Integrity

Validity as a goal and a mediating concept
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chapter 11|11 pages

Student Equity in the Age of AI-Enabled Assessment

Towards a politics of inclusion
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chapter 13|11 pages

More Than Assessment Task Design

Promoting equity for students from low socio-economic status backgrounds
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chapter 14|12 pages

Assessing Employability Skills

How are current assessment practices “fair” for international students?
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part Section III|73 pages

Micro contexts of assessment for inclusion: Educators, students, and interpersonal perspectives

chapter 16|11 pages

Inclusive and Exclusive Assessment

Exploring the experiences of mature-aged students in regional and remote Australia
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chapter 18|12 pages

Student Choice of Assessment Methods

How can this approach become more mainstream and equitable?
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chapter 19|11 pages

“How to Look at it Differently”

Negotiating more inclusive assessment design with student partners
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chapter 20|9 pages

Addressing Inequity

Students' recommendations on how to make assessment more inclusive
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chapter 21|7 pages

Moving Forward

Mainstreaming assessment for inclusion in curricula
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