ABSTRACT
Assessments should accurately measure the degree to which any student has achieved the learning required for a specific grade at the end of a course or module, and an appropriate award at the end of their programme of study. The recurrent problem with un-observable performance within discussions on assessments across international, intercultural, global citizenship, sustainability and many other educational agendas can be illustrated by the conclusions of a panel of ‘internationally known intercultural scholars’. ‘Authentic’ assessment within a critical pedagogy tradition relates directly to the lives of those being assessed. Effective feedback helps students understand why they have been awarded a specific grade by detailing strengths and weaknesses against the relevant criteria. Like all other aspects of higher education practice discussed in this volume, assessment is ‘neither value-neutral nor culture-free’. The movement for culturally responsive assessment is focused on academic equity across the assessment process.
