Transforming Assessment Design : Increasing Inclusivity Through Authentic Assessment

Whittam, Sadie (2025) Transforming Assessment Design : Increasing Inclusivity Through Authentic Assessment. In: Education Without Boundaries :. University of Newcastle, Newcastle, NSW. ISBN 9780725906504

Abstract

Authentic assessments have been suggested as one way to make assessment practices more inclusive. Although there is no singular definition, authentic assessments typically involve an element of realism and require students to link their knowledge with everyday life and work (Villarroel et al., 2018). In this chapter, I examine the results of a small-scale research survey undertaken with students studying a Civil Litigation module grounded in authentic learning and assessment techniques. Drawing on quantitative and qualitative data from the study, I explore how authentic assessment can increase inclusivity by enhancing student employability and skill development, and by allowing students to showcase their learning in a range of different ways. I then examine some arguments against the proposed connection between authentic assessment and inclusivity, before discussing the interplay between authentic assessment, inclusivity, and generative artificial intelligence (genAI).