Another important strategy to make examinations more inclusive is varied assessment formats. The aim of varied assessment formats is to allow for as many students' conditions and learning as possible. Fredrik Bondestam at the National Secretariat for Gender Research even suggests that we can invite students to influence the design of their summative assessment themselves (but this must be done within the framework of the curriculum).

Questions to reflect on are:

What are the course objectives and how are they assessed? Why have you chosen this form of assessment?
Does the course, and the way it is assessed, give students an equal opportunity to succeed regardless of their background? What are the strengths and weaknesses from a JML perspective? If your choice of assessment format risks discriminating against certain categories of students, is there anything you could do about it?

There are many forms of assessment. KTH has a large collection of examples with advice on different types of assessment. Look it up when you want ideas on how to vary the assessment in your course.

Briefly acquaint yourself with the example collection. Then go further in the course by clicking Next.