How could inclusive assessment design promote success for equity group students? Emerging initiatives

The ubiquity of assessment adjustments - not just for students with disabilities (SWD), but a broader range of student conditions and life situations - suggest that assessment could be more inclusive. Lack of access to appropriate adjustments may have substantial impacts on success for equity group students. We aimed to understand possibilities for inclusive assessment design through interviews with SWD. A sociomaterial approach to analysis identified that trusting relationships between stakeholders, the assessment content itself, and temporal and spatial configuration of assessment tasks were important. Data suggest inclusive assessment is an ongoing process enacted by people, and achievable through the careful design of assessment tasks.