Inclusive formative assessment practices (IFAP) in Higher Education: promoting education for social justice

Meletiadou, Eleni (2023) Inclusive formative assessment practices (IFAP) in Higher Education: promoting education for social justice. In: ALTE Conference 2023 Proceedings. International Conference Proceedings . ALTE, Cambridge (UK), pp. 1-8. (In Press)

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Abstract / Description

The aim of the current study was to enhance students’ motivation and writing performance and ensure that no student is left behind irrespective of their background. The project developed and piloted the Inclusive Formative Assessment Practices (IFAP) scheme in Higher Education (HE) taking into consideration the scarcity of research in HE implementing more than one formative assessment methods using a mixed-methods approach. This study was funded by London Metropolitan University, promoted its Education for Social Justice Framework, and explored the beneficial impact of inclusive modern educational assessment practices on student outcomes, overall experience, and continuous professional development. This project wished to inform scholarly debate around inclusive assessment practices that can enhance students’ learning and motivation and cater for their diverse needs.

Item Type:	Book Section
Uncontrolled Keywords:	peer assessment (PA); self-assessment (SA); inclusive learning; higher education
Subjects:	300 Social sciences > 370 Education
Department:	Guildhall School of Business and Law
Depositing User:	Eleni Meletiadou
Date Deposited:	23 Oct 2023 13:37
Last Modified:	23 Oct 2023 13:37
URI:	https://repository.londonmet.ac.uk/id/eprint/8832

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