|Date to be confirmed
12:30 - 14:30
|£95 (Members - £85.50)
Register your interest
This workshop is accredited for continuing professional development (2 CPD hours), with certification post attendance.
This workshop is designed to help education practitioners move towards assessment practices that exemplify and champion ‘assessment for all’ by adopting the simple framework of ‘Justice, Equity, Diversity and Inclusion’ (JEDI).
It has been said that assessments can be pedagogical tools of exclusion, as they privilege and teach the value of certain knowledge systems, abilities, behaviours, and skills over others. Although there has been significant attention placed on adopting universal design principles there is little published practical guidance on how assessment practices can be developed and designed to reflect broader social justice issues.
This workshop aims to help participants reflect on how they might advance their own assessment practices and explore how they can nurture a more compassion-informed pedagogy. By considering assessment through a justice and equity lens, the workshop will provide resources and ‘top tips’ to help participants positively respond to calls for decolonisation of the curriculum, challenge systemic bias, address structural inequality, and design out exclusion and marginalisation.
By sharing practices and examples of fostering diversity and embedding student partnership, choice, accessibility (and kindness) into our assessment it is hoped that workshop participants feel able to move one step closer to becoming ‘JEDI masters’ of inclusive assessment.
Key learning outcomes
By the end of the workshop you will be able to:
- Demonstrate understanding of how assessment practices can be made more just, equitable, diverse and inclusive
- Consider how broader social justice issues might be better fostered in assessment and feedback practices
- Critically reflect on and evaluate your own assessment design and identify how you might nurture a more culturally sustaining pedagogy in all aspects of the assessment process
- Recognise the role of privilege in the design and delivery of assessment, and reflect on how your own cultural practices and values might be impacting on your assessment design decisions
- Develop strategies to design fair and effective assessment methods and practices that enable all learners to demonstrate what they know, understand and can do
- Utilise JEDI principles to improve opportunities and educational equity for learners.
Professor Sally Everett PFHEA, CMBE, NTF, PhD, MA, BA (Hons) is Professor of Business Education and Vice Dean (Education) at King’s Business School, King’s College London (since January 2019), and is also the Academic Lead for Inclusive Education for King’s College London and is championing inclusive assessment across the university.
Sally is a National Teaching Fellow (2017), Principal Fellow of the Higher Education Academy (2013), Collaborative Award for Teaching Excellence award holder (2016) and is the Equality Officer for the Association of National Teaching Fellows.
She is also a member of the Chartered Association of Business School’s Race Equality Working Group and their Equality and Diversity Committee. She has been the Deputy Dean for the business school at Anglia Ruskin University, and a previous Head of Department at the University of Bedfordshire. She has also published widely on inclusive education, student employability, diversity, and tourism.