ABSTRACT
This chapter explores students' perspectives on how assessment practices could be more inclusive to diverse students. Building on calls from scholars for a need to evaluate assessment not just in procedural terms but also how assessment is interpreted by students, three key recommendations are outlined to improve equitable participation, and success, in assessment. The results are informed by a series of co-design workshops that the authors (student partners and staff) held with students (n = 52), and on our own reflections as emerging researchers, in a project aimed to explore inclusion in assessment in higher education. There is a need for greater research on how to improve inclusion in assessment practices and advocate for future research in the area to be conducted in collaboration with student partners. It is only through supporting students’ voices in the design, implementation, and evaluation of assessment that legitimate inclusion can be reached.
