Designing Inclusive Assessment in Schools

James P. Davis is an Associate Professor in STEM and Entrepreneurial Education, Academic Lead Engagement (Research) in the School of Teacher Education and Leadership, as well as the Lead for the QUT STEM Education Research Group. James is also a former Program Leader for Engagement and Learning in the QUT Centre for Inclusive Education, and a current executive committee member of the Australian Teacher Education Association (ATEA). Sarah Adams is a Lecturer in Geography Education, School of Teacher Education and Leadership, Queensland University of Technology, Australia. Catherine Challen is a Senior Lecturer in Maths Education, School of Teacher Education and Leadership, Queensland University of Technology, Australia. Theresa Bourke is a Professor and Head of School at the Queensland University of Technology, Australia. She is the current President of the Australian Teacher Education Association (ATEA).

Introduction 1. Inclusive assessment in action Part I – Disciplinary practices 2. Unlocking history for all: Achieving inclusivity in the history classroom through Assessment for Learning (AfL) 3. Designing inclusive Assessment for Learning in English Language Arts 4. Daily Discourse: Empowering every student in mathematics through Assessment for Learning 5. Supporting children’s spatial understanding through technology: The importance of dialogical exchange analysed through inclusive research 6. A place for all: Inclusive practices in Arts assessment 7. Learning and assessment in school science: Assistive technologies for diverse learners 8. Inclusive practice and geographical assessment: Practical tips to increase task accessibility Part II – Interdisciplinary practices 9. Indigenous perspectives in assessment: Applying a place-based approach 10. Queer(y)ing primary assessment: Bodies, genders, and sexuality diversity 11. Embracing translanguaging in designing inclusive assessments with learners of English as an additional language or dialect 12. Spotlighting rural and remote inclusive assessment: Systemic perspectives from the field Part III – Future practice 13. Inclusive classroom assessment and social justice