Assessment for Inclusion in Higher Education Promoting Equity and Social Justice in Assessment
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.
| Main Author: | |
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| Other Authors: | , , |
| Format: | eBook |
| Language: | Inglés |
| Published: |
Milton :
Taylor & Francis Group
2022.
2022. |
| Subjects: | |
| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009866280606719 |
Table of Contents:
- Introduction. Section 1: 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 2: 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 3: 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 End Section Moving forward: mainstreaming assessment for inclusion in curricula.
