Acknowledgements

This work was funded through:

• A 2023-2024 CAULLT Project grant. The views expressed in this publication do not necessarily reflect the views of the Council of Australasian University Leaders in Learning and Teaching (CAULLT).
• The Deakin University Open Educational Resources Grant Program 2024

The following institutions and organisations (in alphabetical order) have also supported this work:

• The Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia
• The Centre for Research in Equity and Advancement of Teaching and Education (CREATE) at Central Queensland University, Australia
• The Council of Australasian University Librarians (CAUL)
• Massey University (Aotearoa New Zealand)
• Pressbooks

The cover image is ‘white and red concrete building’ by Mitchell Luo sourced from Unsplash used under the Unsplash Licence

Finally, we acknowledge the contributions of research participants who participated in the projects whose findings have been used in this resource:

Supporting leadership in inclusive assessment policy and practice, funded by the Council of Australasian University Leaders in Learning and Teaching (CAULLT)

Re-imagining exams: How do assessment adjustments impact on inclusion? funded by the National Centre for Student Equity in Higher Education (NCSEHE, now ACSES)