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


ByRola Ajjawi
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part Section I|78 pages

Macro contexts of assessment for inclusion: Societal and cultural perspectives

chapter 81|10 pages

Promoting Equity and Social Justice through Assessment for Inclusion

ByJoanna Tai, Rola Ajjawi, David Boud, Trina Jorre de St Jorre
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chapter 4|11 pages

Indigenous Perspectives on Inclusive Assessment

Knowledge, knowing and the relational
ByJessamy Gleeson, Gabrielle Fletcher
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chapter 5|11 pages

What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment?

BySarah Lambert, Johanna Funk, Taskeen Adam
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chapter 6|11 pages

Inclusive Assessment, Exclusive Academy

ByJuuso Henrik Nieminen
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chapter 7|11 pages

Ontological Assessment Decisions in Teaching and Learning

ByBen Whitburn, Matthew Krehl Edward Thomas
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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
ByPenny Jane Burke
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chapter 9|12 pages

Inclusive Assessment and Australian Higher Education Policy

ByMatt Brett, Andrew Harvey
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chapter 10|10 pages

Inclusion, Cheating, and Academic Integrity

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

Student Equity in the Age of AI-Enabled Assessment

Towards a politics of inclusion
ByBret Stephenson, Andrew Harvey
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chapter 12|11 pages

Opportunities and Limitations of Accommodations and Accessibility in Higher Education Assessment

ByChristopher Johnstone, Leanne R. Ketterlin Geller, Martha Thurlow
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chapter 13|11 pages

More Than Assessment Task Design

Promoting equity for students from low socio-economic status backgrounds
ByTrina Jorre de St Jorre, David Boud
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chapter 14|12 pages

Assessing Employability Skills

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

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

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chapter 16|11 pages

Inclusive and Exclusive Assessment

Exploring the experiences of mature-aged students in regional and remote Australia
ByNicole Crawford, Sherridan Emery, Allen Baird
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chapter 17|10 pages

Normalising Alternative Assessment Approaches for Inclusion

ByRoseanna Bourke
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chapter 18|12 pages

Student Choice of Assessment Methods

How can this approach become more mainstream and equitable?
ByGeraldine O'Neill
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chapter 19|11 pages

“How to Look at it Differently”

Negotiating more inclusive assessment design with student partners
ByJoanne Dargusch, Lois Harris, Margaret Bearman
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chapter 20|9 pages

Addressing Inequity

Students' recommendations on how to make assessment more inclusive
ByShannon Krattli, Daniella Prezioso, Mollie Dollinger
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chapter 21|7 pages

Moving Forward

Mainstreaming assessment for inclusion in curricula
ByRola Ajjawi, David Boud, Joanna Tai, Trina Jorre de St Jorre
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