ABSTRACT
This chapter discusses two aspects of assessment: designing inclusive and fair assessments that support students with diverse backgrounds and needs, and assessing global learning at the institutional and classroom levels. The concept of inclusive assessment, which builds on more traditional definitions and stresses the reality of modern classrooms, can be defined as “a fair way of assessing for learning that achieves the objective of measuring the learning outcomes of a course and awarding grades, while recognising student diversity and different learning styles”. Assessments can move beyond exams or papers and can occur as an in-process evaluation for the purpose of informing instruction (formative assessment) or at the conclusion of an instructional period for the purpose of evaluating learning or achievement, for example to assign grades (summative assessment). It is generally easier to assess skills than to try to assess understanding.
