Assessment is a key driver for learning, and needs to be well designed. Inclusive assessment does not compromise academic or professional standards but improves the opportunities for all students to demonstrate their acquisition of the learning outcomes.

Inclusive assessment

• is accessible to all students.
• entails procedures that ensure that while maintaining academic standards, individuals are neither disadvantaged or advantaged.
• gives an indication of a student’s level of achievement.
• is flexible so that all students can demonstrate their learning.
• considers students’ aptitudes, attitudes, learning styles, progressions and outcomes.
• combines a range of assessment methods (formative, summative).
• offers a variety of assessment approaches: self-assessment, peer assessment, partner assessment.

Additionally, a fair, non-discriminatory assessment process

• is clear and transparent, the process is visualized.
• is available in advance to students.
• All assignments are listed before the course starts.
• Criteria are sensible and relevant, and no new criteria added later.
• For example, if the assignment is to write an essay, the elements to be evaluated are indicated, for example knowledge and understanding of the topic; use of sources; writing style and language; or the format of the document.
• Self-evaluation criteria are used to support large groups.
• Students’ names not visible for teachers in order to avoid biased reading.
• Secondary assessor/ moderators used.
• Engages students in criteria setting.