Catering for diversity in the digital age: Reconsidering equity in assessment practices

While the affordance of the digital age certainly enable more diver e students to access higher education, higher education assessment is often under-­pinned by notion of equality rather than equity. Drawing together key literature and data from interviews with 53 first year undergraduate student from low socio­economic status background, this chapter identifies three potential causes of assessment inequity which appear to persist into the digital age: student assessment elf-efficacy, prior preparation. and external pressures. It then identifies how the affordance of modern technology can be used to help combat these challenges