Inclusive assessment is about more than evaluating students. It is the on-going activities that allow students and instructors to understand student progress on meeting the course learning objectives.
Read through the Inclusive Assessment Chart (PDF). Included in the second column are some of the things that most of us do. As you read through, check off in front of it the ones you already do. In the fourth column are ideas for how you might enhance what you already do by using more inclusive, student-centered language, and some new ideas that you might like to try. As you read through this list, check off a few you might like to adopt or adapt.
There has been increased attention and scrutiny over grading practices and equity. One of the reasons for this is that evidence has pointed to the ways grading negatively impacts learning (Kohn, 2011). Prominent grading approaches have often privileged individuals with the greatest resources, preparation, and desired behaviors (Blum, 2020). As a result many faculty have considered the practice of ungrading. Ungrading is not as simple as just removing grades. The word “ungrading” (an active present participle) suggests that we need to do intentional, critical work to dismantle traditional and standardized approaches to assessment (Stommel, 2020). If you are interesting in learning more about ungrading and how to get started, below are a few resources: