Workshop Facilitators: Dr Joanna Tai, Prof Rola Ajjawi, Prof Margaret Bearman, Dr Simon Fleming, A/Prof Rhea Liang and Prof Nalini Pather

The diversity of learners in health professional education is increasing as a result of concerted efforts to ensure the composition of the health workforce better reflects the general population. However, research has demonstrated that there is an attainment gap for minority group students in the health professions, which cannot be explained by student psychological and demographic factors (Lucey et al., 2020). Rather than persisting with a deficit view of learners from under-represented groups, we propose that designing assessment for inclusion is a crucial component of promoting equity in health professional education. Assessment for inclusion “recognises diversity in student learning, and endeavours to ensure that no student is discriminated against by virtue of features other than their ability to meet appropriate standards” (Tai et al 2023, p484). Assessment for inclusion principles will be introduced along with relevant educational concepts like Self-Determination Theory, and supporting research evidence. Participants will work in small groups to explore inclusion dilemmas and tensions in assessment, drawing on scenarios from multiple research projects into inclusion, and sharing of their own experiences. Participants will also consider issues of systems-level assessment design and identify individual and organisational strategies to implement assessment for inclusion.