ABSTRACT
Inclusive assessment is predominantly understood as a technical question of test validity by offering students accommodations. Recently, there has been increasing interest in ensuring that all students have opportunities to demonstrate their skills in assessment through accessible assessment design. This chapter positions assessment for inclusion in context by emphasising its socio-political and historical dimensions. The chapter outlines how assessment – a current vehicle for the ideologies of individualism, competition, and efficiency – could be harnessed for the purpose of radical inclusion by reaching beyond the boundaries of higher education.
