Response #3, Reading #7

Tara Pratt 31243142

Fair and Equitable assessment practices for all Students

Scott, S., Webber, C., Lupart, J., Aitken, N., & Scott, D. (2014). Fair and equitable
assessment practices for all students. Assessment in Education, 21(1), 52-70

Summary
The article outlines the findings related to fairness and equity in student assessment that
emerged from the Alberta Student Assessment Study. Fairness and equity is increasingly
important considering the impact of global connectedness, a gained awareness of diverse
needs and the increased expectations of society for educators to fulfil their roles and serve
these needs. The study included the perceptions of students, educators and parents regarding
issues such fairness of assessment in relation to different learning needs (cultural background,
gender, behaviour, special needs). The paper is presented in two parts- 1)fairness and
discrimination 2) challenging policy and practice.
Five key principles emerged
1) Educators must strive to address the personal impact of assessment practices on individual
students and their families.
2) Assessment must be differentiated to accommodate the ability, social, cultural and
linguistic background of students. Students must get multiple opportunities to demonstrate
their understanding. It is of interest to note that almost 60% of educators perceived that
students cultural background affected the grades these students got, even though this was not
a strong perception for students and parents as indicated
3) All members of school communities must challenge the complacency associated with
accepting indefensible assessment practices.
4) The frequency, intensity and intrusiveness of assessments must not be overwhelming for
students and their families. In order for assessments to be fair they must not be given out
extremely regularly, there must be varied degree of challenges in order for student to cope
with the workload and complete assessments to the best of their ability.

Response #3, Reading #7

Tara Pratt 31243142

5) Finally, assessment must not be used to counter inappropriate student behaviour or reward
desired behaviour. Implications for practice are presented.

Reflection
The article covered a lot of issues that were presented in the unit offered by Murdoch
University (EDN545 Learning Assessments and Practices). I wholeheartedly agree with the
key principles, in particular principles #2, #4 and #5. Assessments need to accommodate for
diverse backgrounds. Currently on my P:IP and P:I I am in the process of creating
assessments for a year 10 English class where the ratio of modified students is 1:3- quite a
high percentage. This article will definitely help towards creating a fair assessment for all.
The question raised is how could I find out about students diverse background, where does
the line between prying and sensing blur?