MOVING FORWARD: Mainstreaming assessment for inclusion in curricula

Ajjawi, R; Boud, D; Tai, J; de St Jorre, TJ

MOVING FORWARD: Mainstreaming assessment for inclusion in curricula

Ajjawi, R Boud, D

Tai, J de St Jorre, TJ

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Publisher:: Taylor and Francis
Publication Type:: Chapter
Citation:: Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, 2023, pp. 231-237
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Ajjawi, R
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Tai, J
dc.contributor.author	de St Jorre, TJ
dc.date.accessioned	2023-12-31T03:55:55Z
dc.date.available	2023-12-31T03:55:55Z
dc.date.issued	2023-01-01
dc.identifier.citation	Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, 2023, pp. 231-237
dc.identifier.isbn	9781032275031
dc.identifier.uri	http://hdl.handle.net/10453/173907
dc.description.abstract	The mainstreaming of assessment for inclusion ensures that inclusion, equity, and social justice become an everyday lens of assessment design. In this final chapter, the editors draw themes from across the book to reflect ways forward for assessment for inclusion. Four commonalities include: 1) that students should take an active and agentic role in assessment; 2) that inclusion needs to become a mainstay of regulatory frameworks that govern assessment from design through to evaluation; 3) that teachers need to adopt ethical reflexivity; and 4) that more diverse discourses need to be embedded to disrupt positivist and ableist discourses of assessment.
dc.format.extent	21
dc.language	en
dc.publisher	Taylor and Francis
dc.relation.ispartof	Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
dc.relation.isbasedon	10.4324/9781003293101-25
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	MOVING FORWARD: Mainstreaming assessment for inclusion in curricula
dc.type	Chapter
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	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-12-31T03:55:53Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

The mainstreaming of assessment for inclusion ensures that inclusion, equity, and social justice become an everyday lens of assessment design. In this final chapter, the editors draw themes from across the book to reflect ways forward for assessment for inclusion. Four commonalities include: 1) that students should take an active and agentic role in assessment; 2) that inclusion needs to become a mainstay of regulatory frameworks that govern assessment from design through to evaluation; 3) that teachers need to adopt ethical reflexivity; and 4) that more diverse discourses need to be embedded to disrupt positivist and ableist discourses of assessment.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/173907