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. This book aims 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.
Edited published abstract.
The chapters are as follows: (1) Promoting equity and social justice through assessment for inclusion / Joanna Tai, Rola Ajjawi, David Boud, and Trina Jorre de St Jorre; (2) Reflections on assessment for social justice and assessment for inclusion / Jan McArthur; (3) Why crip assessment?: critical disability studies theories to advance assessment for inclusion / Neera R. Jain; (4) Indigenous perspectives on inclusive assessment: knowledge, knowing and the relational / Jessamy Gleeson and Gabrielle Fletcher; (5) What can decolonisation of curriculum tell us about inclusive assessment? / Sarah Lambert, Johanna Funk, and Taskeen Adam; (6) Inclusive assessment, exclusive academy / Juuso Henrik Nieminen; (7) Ontological assessment decisions in teaching and learning / Ben Whitburn and Matthew Krehl Edward Thomas; (8) Inclusive assessment: recognising difference through communities of praxis / Penny Jane Burke; (9) Inclusive assessment and Australian higher education policy / Matt Brett and Andrew Harvey; (10) Inclusion, cheating, and academic integrity: validity as a goal and a mediating concept / Phillip Dawson; (11) Student equity in the age of [artificial intelligence] AI-enabled assessment: towards a politics of inclusion / Bret Stephenson and Andrew Harvey; (12) Opportunities and limitations of accommodations and accessibility in higher education assessment / Christopher Johnstone, Leanne R. Ketterlin Geller, and Martha Thurlow; (13) More than assessment task design: promoting equity for students from low socio-economic status backgrounds / Trina Jorre de St Jorre and David Boud; (14) Assessing employability skills: how are current assessment practices 'fair' for international students? / Thanh Pham; (15) How do we assess for 'success'?: challenging assumptions of success in the pursuit of inclusive assessment / Sarah O'Shea and Janine Delahunty; (16) Inclusive and exclusive assessment: exploring the experiences of mature-aged students in regional and remote Australia / Nicole Crawford, Sherridan Emery, and Allen Baird; (17) Normalising alternative assessment approaches for inclusion / Roseanna Bourke; (18) Student choice of assessment methods: how can this approach become more mainstream and equitable? / Geraldine O'Neill; (19) 'How to look at it differently': negotiating more inclusive assessment design with student partners / Joanne Dargusch, Lois Harris, and Margaret Bearman; (20) Addressing inequity: students' recommendations on how to make assessment more inclusive / Shannon Krattli, Daniella Prezioso, and Mollie Dollinger; and (21) Moving forward: mainstreaming assessment for inclusion in curricula / Rola Ajjawi, David Boud, Joanna Tai, and Trina Jorre de St Jorre.
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