Ajjawi R., Tai J., Boud D., de St Jorre T.J. (eds.) Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment

Routledge; Taylor & Francis, 2023. — 260 p. — ISBN 978-1-032-27494-2.Оценка включения в высшее образованиеBringing 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.Macro contexts of assessment for inclusion: Societal and cultural perspectives
Promoting equity and social justice through assessment for inclusion
Reflections on assessment for social justice and assessment for inclusion
Why crip assessment? Critical disability studies theories to advance assessment for inclusion
Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational
What can decolonisation of curriculum tell us about inclusive assessment?
Inclusive assessment, exclusive academy
Ontological assessment decisions in teaching and learning
Meso contexts of assessment for inclusion: Institutional and community perspectives
Inclusive assessment: Recognising difference through communities of praxis
Inclusive assessment and Australian higher education policy
Inclusion, cheating, and academic integrity: Validity as a goal and a mediating concept
Student equity in the age of AI-enabled assessment: Towards a politics of inclusion
Opportunities and limitations of accommodations and accessibility in higher education assessment
More than assessment task design: Promoting equity for students from low socio-economic status backgrounds
Assessing employability skills: How are current assessment practices “fair” for international students?
Micro contexts of assessment for inclusion: Educators, students, and interpersonal perspectives
How do we assess for “success”? Challenging assumptions of success in the pursuit of inclusive assessment
Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia
Normalising alternative assessment approaches for inclusion
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
Addressing inequity: Students’ recommendations on how to make assessment more inclusive
Moving forward: Mainstreaming assessment for inclusion in curricula