Inclusive and Ethical Assessment

Ceri Morris; Aled W. Davies; María Elena Oliveri; Kerrie Douglas

doi:10.59490/mt.266

Inclusive and Ethical Assessment

Authors

Ceri Morris

Academic and Student Support Services, Learning and Teaching Academy, Cardiff University, United Kingdom

https://orcid.org/0000-0001-8127-1010

Aled W. Davies

Department of Civil Engineering, School of Engineering, Cardiff University, United Kingdom

https://orcid.org/0009-0008-9972-117X

María Elena Oliveri

School of Engineering Education, College of Engineering, Purdue University, USA

https://orcid.org/0000-0002-7606-5324

Kerrie Douglas

School of Engineeering Education, College of Engineering, Purdue University, United States of America

https://orcid.org/0000-0002-2693-5272

DOI: https://doi.org/10.59490/mt.266.91

Synopsis

This chapter explores the principles and practical applications of inclusive assessment in engineering education, at a programme and module level, highlighting strategies such as Universal Design for Learning (UDL), Culturally Sustaining Pedagogy (CSP), and presenting a case study on choice in assessment. These approaches move institutions toward a culture of equity and opportunity for all learners. Assessments do more than measure student learning — they shape how students engage with content, develop skills, and demonstrate understanding. In engineering modules, ensuring that every learner has an opportunity to succeed is essential, yet traditional assessment practices often favour certain groups while leaving others at a disadvantage. Inclusive assessment goes beyond accommodating individual needs; it actively addresses systemic barriers to access, learning, and achievement. By offering flexibility in a diverse range of assessment modes and approaches, educators can create learning environments that are equitable, supportive, and motivating. Evidence shows that such flexibility, employing the ‘multiple means’ principles of UDL not only improves fairness but also enhances student engagement, confidence, and skill development.

Author Biographies

Ceri Morris, Academic and Student Support Services, Learning and Teaching Academy, Cardiff University, United Kingdom

Morris, Ceri (0000-0001-8127-1010) is Lead for the Senior Fellowship Programme at Cardiff University, UK. She is a Senior Fellow of the Higher Education Academy, having interests in post-compulsory education and education development, inclusive pedagogy, assessment and feedback, and disability. She is passionate about enhancing inclusive education in HEIs.

Aled W. Davies, Department of Civil Engineering, School of Engineering, Cardiff University, United Kingdom

Davies, Aled W. (0009-0008-9972-117X) is Director of Postgraduate Teaching and Reader at the School of Engineering at Cardiff University, UK. He is a Senior Fellow of the Higher Education Academy and is active in pedagogical research concerning inclusivity, feedback, teamwork, transdisciplinary collaboration, and PBL.

María Elena Oliveri, School of Engineering Education, College of Engineering, Purdue University, USA

Oliveri, María Elena (0000-0002-7606-5324) is an Associate Research Professor in the School of Engineering Education at Purdue University, West Lafayette, USA. Her research is in topics of fair assessment and workplace readiness. She has more than ten years’ experience working in large-scale testing environments and with multicultural and multilinguistic learners.

Kerrie Douglas, School of Engineeering Education, College of Engineering, Purdue University, United States of America

Douglas, Kerrie (0000-0002-2693-5272) is Professor of Engineering Education at Purdue University, West Lafayette, USA, and Honorary Professor of Engineering Sciences at University College London, UK. She studies ways to prepare engineering learners for the modern workplace and assessment approaches that enable all learners to demonstrate what they know and can do.

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Volume

SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering

Pages

573-592

Published

August 26, 2026

Series

Education series

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Morris, C., Davies, A. W., Oliveri, M. E., & Douglas, K. (2026). Inclusive and Ethical Assessment. In SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 573-592). TU Delft OPEN Books. https://doi.org/10.59490/mt.266.91

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