A Dip in Indian Higher Education Institutions' Inclusive Assessment Techniques
Year: 2025
Type: article
Abstract: : Given India's diverse socioeconomic and cultural makeup, it is critical to explore inclusive evaluation practices in Indian higher education institutions. Traditional assessment methods frequently fail to account for students' diverse learning needs and abilities, leading to disparities in academic performance and opportunities. By researching and implementing inclusive evaluation strategies, teachers can ensure that assessments are fair, unbiased, and reflective of each student's abilities. This strategy promotes a more equitable society by encouraging a more inclusive learning environment and supporting each learner's holistic development. This research investigates inclusive assessment practices in Indian higher education institutions, addressing students' varied needs in a multicultural and socioeconomically diverse setting. It investigates how to accommodate varying learning styles and abilities using digital tools, project-based learning, and formative assessments, among other contemporary assessment practices using secondary data analysis. Key challenges identified by the research include inadequate teacher training and the absence of standardized inclusive practices. To promote fairness and equity in assessments used in higher education, recommendations include extensive policy reforms, improved teacher education initiatives, and the use of adaptive evaluation technologies. Results are intended to provide educators and policymakers with useful tactics for developing a more welcoming and encouraging assessment system in Indian higher education. Keywords: Inclusive Assessment Techniques, HEI’s, Learning Styles, Digital Tools, Formative Assussment
Authors: Hemlata Agarwal, Ranjan Sabhaya, Jayshree Sidhpuriya
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6968074359
FWCI:
Cites:
Cited by:
Related to: