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Adjustments and accommodations in assessment that counts: Needed creativity in considerations of equity

Queensland is known internationally for school-based assessment that forms the basis of high-stakes assessment in senior schooling, that is, Years 11 and 12, for certification. One principle underlying this approach is that diverse assessment approaches afford students opportunities to demonstrate their knowledge through a variety of assessment forms, over time. This paper undertakes an equity analysis of possible impact of form of assessment, identified as the ‘,second-order expectation’,, on a student’,s demonstration of the ‘,first-order expectation’,, the knowledge to be demonstrated, for diverse student populations and whether current policies truly accommodate or accept student difference. The paper discusses problems in ways that equivalence of assessment are considered and the need to be more creative in our conceptualisations of knowledge for diverse student populations. The paper further contrasts the current arrangements for senior schooling versus mandatory nationaltesting in Australia, despite Commonwealth legislation about equity in assessment.

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