Fair and equitable assessment practices for all students
Abstract
This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.
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Formative assessment allows for personalized support, addressing diverse learning needs and helping to close achievement gaps.
“Additionally, it allows for personalized support, addressing diverse learning needs and helping to close achievement gaps [61][62][63].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [63]
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Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189
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- Authors
- Scott, S., Webber, C. F., Lupart, J. L., Aitken, N., & Scott, D. E.
- Affiliations
- University of Calgary (CA)
- Thompson Rivers University (CA)
- University of Alberta (CA)
- University of Lethbridge (CA)
- Corresponding author
- Scott, Shelleyann
- Venue
- Assessment in Education: Principles, Policy & Practice
- Publisher
- Informa UK Limited
- Published
- 2013-04-09
- Volume
- 21
- Issue
- 1
- Pages
- 52-70
- ISSN
- 0969-594X (ISSN-L)
- 1465-329X
- OpenAlex
- W2013464569
- Cited by
- 73
- References
- 21
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 6 · 2023: 7 · 2022: 7 · 2021: 5 · 2020: 9 · 2019: 5 · 2018: 8 · 2017: 4 · 2016: 2 · 2015: 3 · 2014: 2
- FWCI
- 11.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment in Education Principles Policy and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- student assessment, assessment fairness, educational equity, diversified assessment, cultural and linguistic diversity, school community, assessment policy
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