Inclusive Assessment

Discussions around DEI in education often consider the notion of fairness. Indeed, it is usually a requirement of our assessment methods that they are considered “fair”. But what does “fair” mean in an educational context? 

Take a look at this widely circulated image from the Inclusion Solution.

We can see some children watching a sports game in a stadium. In the image on the left, all three kids have been provided with exactly the same resources and support; this is “fair”. But such equality does not account for individual difference. Therefore, as we can see in the image, only some of the children can achieve their goal of seeing the game with such an approach based on equality. Others cannot reach their goal because the notion of equality or fairness does not take into account their individual difference, so they are left at a disadvantage. 

Now take a look at the image in the center. Here, the notion of equal/fair has been replaced with “equity”.  Each child is given the support that they need as an individual so that they can all achieve the same goal. However, they are treated differently.

The image on the right shows us one step further; inclusivity. Here, the barrier has been changed so that everyone is able to achieve their goal. The nature of the barrier itself has been considered and adapted for its users. 

How does this apply to assessment? Think about the types of assessment given to students in your context. Which approach is leading: equality, equity, or inclusivity? For example, in many higher education contexts, students can request assessment accommodations such as extra time or a quiet room in an exam. This is an example of equity. The individual needs of each student can be accommodated, but they are treated differently as a result.  

Can you think of ways in which assessment could be truly inclusive? How could the barriers themselves be adapted so that each student is able to thrive?  

Here is a list of ideas; perhaps you can add to it. 

• Giving all students the extra time allocation  
• Providing choice: the final assessment can be written/verbal/visual 
• Using formative and summative feedback moments 
• Allowing presentations to be recorded or delivered live 
• Allowing the use of spelling and grammar checkers during written digital exams 

Of course, not all approaches are suitable or even possible in all our teaching contexts. As educators, we are working within many limitations. However, just considering the concepts of equity and inclusivity can highlight some small but powerful changes that we can make to address the barriers our students face. 

References

Valbrun, V. Equity vs Equality: Eliminating opportunity gaps in education. The Inclusion Solution. Link here.