Challenging assessment habits to help reduce awarding gaps
How can we create an assessment environment in which the oppressed can be active in changing the structures of oppression (Freire 1972)?
This paper looks at assessment as a site of potential discriminatory practice. It argues that reviewing assessment design, content and format through the lens of social justice (McArthur 2018) is central our work to reduce awarding gaps. We report on progress made as part of the Enhancing Assessment for Equity AEM strand and explore ways in which reviewing assessment design and practices can make a difference to student outcomes.
This paper looks at assessment as a site of potential discriminatory practice. It argues that reviewing assessment design, content and format through the lens of social justice (McArthur 2018) is central our work to reduce awarding gaps. We report on progress made as part of the Enhancing Assessment for Equity AEM strand and explore ways in which reviewing assessment design and practices can make a difference to student outcomes.