Assessment for Inclusion in Higher Education: Promoting Equity and Social

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