Inclusive Assessment in Health Professions Education
Author Information
Author(s): Gabrielle M. Finn, Joanna Tai, Vishna Devi Nadarajah
Hypothesis
How can inclusive assessment practices be effectively implemented in health professions education across different cultural contexts?
Conclusion
The study emphasizes the need for inclusive assessment practices that consider local contexts and diverse student needs to ensure equity in health professions education.
Supporting Evidence
- Creating an inclusive assessment culture is crucial for equitable education.
- Challenges in inclusive assessment include perceptions of lowered standards and the complexity of defining inclusion.
- Different countries have varying commitments to inclusive education, impacting assessment practices.
Takeaway
This study shows that making tests fair for everyone is important, and we need to think about how different students learn and what they need to succeed.
Methodology
The authors combined their experiences and literature from various countries to discuss inclusive assessment practices.
Potential Biases
There is a risk of bias in assessment design due to the backgrounds of those creating assessments, which may not represent diverse student populations.
Limitations
The understanding of inclusive assessment is limited to English publications and is biased towards the Global North.
Participant Demographics
The authors represent diverse educational contexts from the United Kingdom, Australia, and Malaysia.
Digital Object Identifier (DOI)
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