Navigating Epistemological Barriers for Inclusive Assessment: A Collaborative Self-Study

Abstract

While inclusive pedagogy has been increasingly embraced in teacher education, inclusive assessment of student learning remains an area that has received limited attention. A critical friend (Ateh) from an outside institution encouraged Yao to examine how he approached inclusive assessment in a course on assessment strategies for preservice teachers. The collaborative self-study showed that his initial understanding of inclusivity was limited when he taught and practiced inclusive strategies in the assessment course. Yao's reflections came upon moments of tensions as he navigated through barriers for conceptualizing and implementing inclusive assessment strategies. The weekly interactions with his critical friend, helped Yao develop a more nuanced understanding of inclusive assessment and engage in epistemic reflexivity regarding some of his most deeply rooted beliefs about learning and assessment of learning. Implications for both individual teacher educators and for the assessment field are discussed.