ASSESSMENT FOR INCLUSION IN HIGHER EDUCATION: Promoting Equity and Social Justice in Assessment

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

ASSESSMENT FOR INCLUSION IN HIGHER EDUCATION: Promoting Equity and Social Justice in Assessment

Ajjawi, R Tai, J Boud, D

de St Jorre, TJ

Permalink

Publisher:: Routledge
Publication Type:: Edited Book
Citation:: 2022, pp. 1-245
Issue Date:: 2022-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted versionAdobe PDF (6.64 MB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Ajjawi, R
dc.contributor.author	Tai, J
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	de St Jorre, TJ
dc.date.accessioned	2024-05-25T06:09:23Z
dc.date.available	2024-05-25T06:09:23Z
dc.date.issued	2022-01-01
dc.identifier.citation	2022, pp. 1-245
dc.identifier.isbn	9781032275031
dc.identifier.uri	http://hdl.handle.net/10453/179203
dc.description.abstract	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. Assessment for Inclusion in Higher Education is written 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. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.
dc.language	en
dc.publisher	Routledge
dc.relation.isbasedon	10.4324/9781003293101
dc.rights	info:eu-repo/semantics/openAccess
dc.title	ASSESSMENT FOR INCLUSION IN HIGHER EDUCATION: Promoting Equity and Social Justice in Assessment
dc.type	Edited Book
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.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/"
dc.date.updated	2024-05-25T06:09:20Z
pubs.publication-status	Published

Abstract:

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. Assessment for Inclusion in Higher Education is written 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. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy.

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

http://hdl.handle.net/10453/179203