Assessment for inclusion “recognises diversity in student learning, and endeavours to ensure that no student is discriminated against by virtue of features other than their ability to meet appropriate standards” (Tai et al 2023).

Diversity in background of health professionals, representative of the population has been demonstrated to be associated with better patient outcomes. This is being recognised and supported by changes in selection of individuals into prevocational and postgraduate training programs.

However, it is clear from published research that there are gaps in attainment for students from diverse backgrounds enrolled in the health professions. Lucey etal 2020 reported these gaps cannot be attributed to student psychological or demographic factors. Diversity of background impacts an individual’s lived experience of educational programs. Assessment is a key element of learning and designing assessment to be inclusive is a core component of assessment design.

Being inclusive does not imply a lowering of standards but encourages consideration of adjustment of modification or alternative methodologies to assess competence and learning outcomes.

This workshop will include

Discussion of principles of inclusive assessment
In small groups participants will discuss the Fellowship assessment program and identify innovations to enhance inclusion and consider alternative assessments that may be beneficial