Inclusive assessments and strategies for making assessment work for learning

Professor Roseanna Bourke | Director of Educational Psychology programme, Institute of Education, Massey University
In this video, Professor Roseanna Bourke, Director of Educational Psychology programme, Institute of Education at Massey University, explores inclusive assessments and strategies for expanding linear views of learning to support assessment for learning.
Fascinated by how students perceive learning and committed to dismantling learning barriers, Roseanna shares her background, involving roots as a primary school teacher, the transition to psychology to better understand learning, and coming full circle in her return to education. Now teaching research at a tertiary level and working on her doctorate on students' conceptions of learning and self-assessment and context,
Roseanna contends that learning challenges largely stem from a misalignment of expectations between students and educators.
Making the link between the value young people attach to learning and their receptiveness to related assessments, Roseanna deploys the concept of a ‘Chameleon learner’ to denote how students become different learners according to their context. She advocates for authentic learning components and self-assessment as methods to cultivate learner identity and cautions against overly formal and regulated assessment practices that are meaningless and ineffective for students.
Roseanna also contends that inclusive assessment starts with inclusive institutions. She highlights how an investment in learner inclusivity will pay dividends by creating a sense of student belonging, encouraging them to ‘own’ their work and even avoiding cheating. She also explores co-design of assessment as a way to foster student buy-in and support the self-assessing they’ll need in their careers.
Finally, Roseanna discusses the important role of technology in facilitating greater freedom and enhancing in-depth learning and assessment. How can institutions rethink assessment to be a better driver for student success? Watch the video for Roseanna’s take.
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