Definitions

The concept of inclusive assessment has existed for some time, defined as “the design and use of fair and effective assessment methods and practices that enable all students to demonstrate to their full potential what they know, understand and can do” (Hockings, 2010, p.34). While there has been a longstanding recognition that inclusion is important in higher education, as it is in broader society, this is still an aspirational ideal in the context of assessment.  Inclusive assessment considers learners via culturally informed means (Lambert et al., 2023), moving away from Western-centric, ableist assessments of students’ learning. This means thinking about new and multiple assessment approaches for learners to demonstrate what and how they have learned, so that assessment represents, and is inclusive of, all learners. Teachers’ feedback is part of this process, as “Assessment for Inclusion seeks to create equitable assessment and feedback practices, enabling all students to effectively demonstrate their learning” (UCD, 2024).

Inclusive assessment is critical in higher education, as a ‘one size fits all’ assessment is no longer perceived as inclusive or equitable. At the most basic level ‘equity’ may mean providing different assessment activities and choices for students, but it also means curriculum and pedagogy need to be transformed.

Tai et al. (2023) argued that assessment for inclusion should take into account “any learner, no matter what their characteristics or background” (p. 384), including, but not limited to, socio-economic status, cultural background, and gender.

Assessment for Inclusion: are we all heading in the same direction? by Dr Joanna Tai for the Higher Education Research and Development Society of Australasia Assessment Quality Special Interest Group .  Image attributions list

Obligations under Australian anti-discrimination legislation

In the Australian context, there are different anti-discrimination legislation acts that attend to disability inclusion and social inclusion. Federal legislation covers disability inclusion, particularly the Disability Discrimination Act, and the Disability Standards for Education. The Disability Discrimination Act (1992) makes it unlawful to discriminate against a person, in many areas of public life, including gaining employment, participating in education, getting or using services, renting or buying a house or unit, and accessing public places, because of their disability. The Disability Standards for Education (2005) specifically outlines the rights of students with disability in supporting access and participation, and particularly the obligations of education providers to offer equitable access to education opportunities. In 2020, the Australian Government conducted the latest review of the Disability Standards for Education and suggested four directions for reform, which gives an indication of what still needs to be done in terms of disability inclusion: 

• empowering and supporting students with disability and their families
• strengthening the knowledge and capability of educators and providers
• embedding accountability for the Standards throughout the education system
• building awareness and capability in the early childhood education and care sector

Legal frameworks for social inclusion arise from state based Anti-Discrimination Acts (e.g., Equal Opportunity Acts discussed below), which cover personal characteristics such as age, gender, marital status, sexuality. Beyond the requirement not to discriminate against people with particular characteristics, there is also a positive duty under these acts to be inclusive through eliminating discrimination, including harassment and victimisation.

• • Victoria
  • NSW
  • ACT
  • Tasmania
  • Queensland
  • Western Australia
  • Northern Territory
  • South Australia

Legislation tends to align with current societal values and, regardless of personal opinions or experiences, it is everyone’s responsibility to abide by the law. Within the context of assessment in higher education, it is important to remember that these requirements exist and consider them when designing assessment and making sure tasks genuinely determine whose work meets relevant standards or criteria.

Beyond these more general legislative instruments which apply across education sectors, the Higher Education Standards Framework (Threshold standards) 2021 sets out universities’ requirements as an Act of Parliament, and specifically articulates that university courses must account for diversity, and ensure all students have equivalent opportunities to achieve academic success. The framework covers all aspects of universities’ operation, and TEQSA – the sector regulator – offer insightful guidance on how diversity and equity should be supported with respect to the framework.

As you consider inclusive assessment in your own practice, it’s important to remember that as different students have differing needs, there are many ways to make assessments more inclusive. You might have had a lot to do in this space previously, never thought about it before, or be somewhere in between. You might have experienced inclusive assessment as a student – or not. It is common for our own experiences of assessment, and the disciplinary traditions of assessment that we have been exposed to, to influence how we approach assessment design (Bearman et al., 2017).

We acknowledge that there are seldom “correct” or singular “best practice” approaches that will automatically improve inclusion. Proponents of inclusion have indeed argued that the binary of “inclusive” and “not inclusive” assessments is unhelpful when we seek to move everyone towards inclusion. Hence, the term “assessment for inclusion” has been suggested as a useful phrase to support conceptual and practical change (Tai et al., 2023, UCD, 2024).

It is vital for people like you to reflect on current assessment tasks and their contexts, designing solutions that work for the range of students engaging in the course. As a starting place for your planning around making assessment more inclusive, it may be helpful to consider your university and course level data.

• Are there groups of students who are not achieving at parity with university/course averages?
• Why might that be so?
• What barriers have you personally noticed or have students identified in relation to assessment tasks?
• What kinds of accommodation and extension requests are commonly lodged?

These data can provide clues as to where current assessment tasks may not be meeting student needs.

How do leaders and practitioners talk about inclusive assessment?

Part of the CAULLT project sought to identify the different ways that inclusive assessment is discussed and conceptualised. Across the university leaders and practitioners we interviewed, we identified five distinct conceptualisations, with increasing complexity, described in the table below. While all might be considered inclusive assessment, you’ll note they imply very different approaches to the intended function and design of assessment.

(Harris et al 2025)

In this resource, we’re going to provide some examples of how others have approached inclusion within their own design practice. These examples and ideas will hopefully support you to generate solutions that are relevant for your own context and best meet your students’ needs.

References