What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment?

Sarah Lambert, Johanna Funk, Taskeen Adam

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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    Abstract

    This chapter presents a Culturally Inclusive Assessment model and examples developed from our work to address legacies of racist and sexist curriculum and experiences. By drawing on the theories and principles that have informed work on the cultural diversification of learning materials and online courses, we have identified opportunities for Culturally Inclusive Assessment tasks, feedback, and processes. Our interest is to re-imagine assessment through the lenses of anti-racism and decolonialisation to address how inclusive assessment can be developed to better meet the needs of contemporary higher education. Salient features of the current context include the socio-cultural diversity of the student cohort and a desire for internationalising the curriculum, both of which have never been more pertinent. The chapter also provides stimulus questions based on the Culturally Inclusive Assessment model to help readers develop their own more culturally inclusive units, curriculum and assessments based on decolonising the content, the learning processes or pedagogy as a whole.
    Original languageEnglish
    Title of host publicationAssessment for Inclusion in Higher Education
    Subtitle of host publicationPromoting Equity and Social Justice in Assessment
    EditorsRola Ajjawi, Joanna Tai, David Boud, Trina Jorre de St
    Place of PublicationLondon
    PublisherRoutledge
    Chapter5
    Pages52-62
    Number of pages11
    Edition1
    ISBN (Electronic)978-1-003-29310-1
    ISBN (Print)978-1-032-27494-2 , 978-1-032-27503-1
    DOIs
    Publication statusPublished - 19 Dec 2022

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