Assessment for inclusion: rethinking contemporary strategies in assessment design

Tai, J; Ajjawi, R; Bearman, M; Boud, D; Dawson, P; Jorre de St Jorre, T

Assessment for inclusion: rethinking contemporary strategies in assessment design

Tai, J Ajjawi, R Bearman, M Boud, D

Dawson, P Jorre de St Jorre, T

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2022
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Tai, J
dc.contributor.author	Ajjawi, R
dc.contributor.author	Bearman, M
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Dawson, P
dc.contributor.author	Jorre de St Jorre, T
dc.date.accessioned	2023-01-19T16:47:04Z
dc.date.available	2023-01-19T16:47:04Z
dc.date.issued	2022-01-01
dc.identifier.citation	Higher Education Research and Development, 2022
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/165289
dc.description.abstract	Assessment has multiple purposes, one of which is to judge if students have met outcomes at the requisite level. Underperformance in assessment is frequently positioned as a problem of the student and attributed to student diversity and/or background characteristics. However, the assessment might also be inequitable and therefore exclude students inappropriately. To be inclusive, assessment design needs to be reconsidered, and educators should look beyond simplistic categories of disability or social equity groups, towards considering and accounting for diversity on many spectra. This article introduces the concept of assessment for inclusion, which seeks to ensure diverse students are not disadvantaged through assessment practices. Assumptions in assessment design are problematised from this point of view, and three central concerns relating to assessment traditions, assessment expectations, and academic integrity are interrogated. Contemporary design strategies of authentic assessment, programmatic assessment, and assessment for distinctiveness are then harnessed to illustrate approaches to assessment for inclusion. Assessment for inclusion therefore builds on the synergies between inclusive practice and good assessment design.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Higher Education Research and Development
dc.relation.isbasedon	10.1080/07294360.2022.2057451
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.title	Assessment for inclusion: rethinking contemporary strategies in assessment design
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
dc.date.updated	2023-01-19T16:47:00Z
pubs.publication-status	Published

Abstract:

Assessment has multiple purposes, one of which is to judge if students have met outcomes at the requisite level. Underperformance in assessment is frequently positioned as a problem of the student and attributed to student diversity and/or background characteristics. However, the assessment might also be inequitable and therefore exclude students inappropriately. To be inclusive, assessment design needs to be reconsidered, and educators should look beyond simplistic categories of disability or social equity groups, towards considering and accounting for diversity on many spectra. This article introduces the concept of assessment for inclusion, which seeks to ensure diverse students are not disadvantaged through assessment practices. Assumptions in assessment design are problematised from this point of view, and three central concerns relating to assessment traditions, assessment expectations, and academic integrity are interrogated. Contemporary design strategies of authentic assessment, programmatic assessment, and assessment for distinctiveness are then harnessed to illustrate approaches to assessment for inclusion. Assessment for inclusion therefore builds on the synergies between inclusive practice and good assessment design.

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http://hdl.handle.net/10453/165289