Abstract

In an increasingly digital and interconnected world, traditional assessment methods in higher education often fall short in reflecting diverse perspectives and authentic learning experiences. This session will explore how decolonising assessment can foster a more inclusive, equitable, and globally connected educational environment.
Decolonising assessment involves rethinking and restructuring traditional methods such as essays and exams, which can be biased and easily handled by AI, thus questioning their relevance and effectiveness. By diversifying assessment types to include project-based assessments, reflective portfolios, oral histories, and multimedia presentations, we can create a more equitable evaluation system. These methods not only validate globalised ways of knowing and learning but also leverage digital tools to document continuous learning and development.
Incorporating global perspectives through collaborative international projects and cross-cultural peer reviews ensures that students engage with and appreciate multiple cultural contexts. This fosters a more authentic globalised student narrative, enriching the learning experience.
The session will explore practical strategies for implementing decolonised assessment practices, emphasising authentic and multimodal forms of summative assessment. Participants will be encouraged to consider process-oriented evaluations over final products, ensuring assessments reflect genuine student understanding and are less susceptible to AI interference.
By engaging with these concepts, we can better prepare to create a more connected university experience, where learning transcends borders and integrates globalised and critical perspectives, ultimately fostering a more holistic and enriched educational experience for all.