Insights into Diversity: A Multi-Stakeholder Analysis of Inclusive Assessment Practices in Higher Education

Abstract

Changes to admissions policies may have improved access to higher education, but equitable teaching and assessment strategies must address persisting attainment gaps. A diverse and inclusive assessment strategy is proposed to contribute towards reducing attainment deficits by providing learners with equality of opportunity. This study aims to elucidate student and staff experience of diverse assessments, to involve students in shaping the future of assessments, and to develop recommendations to overcome challenges associated with implementation. To achieve this, a mixed-methods survey (n = 54) explored students’ experiences of assessments. Focus groups (n = 7) led by students were conducted with some of the survey respondents. University educators (n = 6) participated in one-to-one semi-structured interviews. Student and staff data were analysed separately and assembled for comparison. Analysis revealed strong agreement between students and staff: both groups considered that diverse assessment would promote equitable opportunities in higher education. Participants recognised the need for a shift in culture to facilitate the implementation of a diverse assessment strategy that would promote equity of opportunity by improving accessibility and inclusivity. Moreover, implementation should be accommodated to the ‘learning journey’, welcoming students as equal co-creators and seeking to minimise the burden of assessments and marking.