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.
Author(s): Rola Ajjawi, Joanna Tai, David Boud, Trina Jorre de St Jorre
Publisher: Routledge
Year: 2022
Language: English
Pages: 259
City: London
Cover
Half Title
Title Page
Copyright Page
CONTENTS
List of figures and tables
List of contributors
Introduction
SECTION I: Macro contexts of assessment for inclusion: Societal and cultural perspectives
1. Promoting equity and social justice through assessment for inclusion
2. Reflections on assessment for social justice and assessment for inclusion
3. Why crip assessment? Critical disability studies theories to advance assessment for inclusion
4. Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational
5. What can decolonisation of curriculum tell us about inclusive assessment?
6. Inclusive assessment, exclusive academy
7. Ontological assessment decisions in teaching and learning
SECTION II: Meso contexts of assessment for inclusion: Institutional and community perspectives
8. Inclusive assessment: Recognising difference through communities of praxis
9. Inclusive assessment and Australian higher education policy
10. Inclusion, cheating, and academic integrity: Validity as a goal and a mediating concept
11. Student equity in the age of AI-enabled assessment: Towards a politics of inclusion
12. Opportunities and limitations of accommodations and accessibility in higher education assessment
13. More than assessment task design: Promoting equity for students from low socio-economic status backgrounds
14. Assessing employability skills: How are current assessment practices “fair” for international students?
SECTION III: Micro contexts of assessment for inclusion: Educators, students, and interpersonal perspectives
15. How do we assess for “success”? Challenging assumptions of success in the pursuit of inclusive assessment
16. Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia
17. Normalising alternative assessment approaches for inclusion
18. Student choice of assessment methods: How can this approach become more mainstream and equitable?
19. “How to look at it differently”: Negotiating more inclusive assessment design with student partners
20. Addressing inequity: Students’ recommendations on how to make assessment more inclusive
21. Moving forward: Mainstreaming assessment for inclusion in curricula
Index
