An inclusive toolkit for assessment and feedback in multicultural classrooms
What
This toolkit helps lecturers identify students’ assessment needs early, co-design feasible adaptations with learners from international and migrant backgrounds, and make evidence-based decisions about formats and criteria. It integrates an interactive diagnostic in the first class, a decision facilitator to select inclusive options aligned with outcomes, and a post–formative assessment feedback cycle to adjust practice transparently.
Why
International and migrant students frequently encounter language barriers, integration challenges, unfamiliar assessment cultures, and uncertainty about degree requirements that can undermine performance (Huhn et al. 2015; Pineda et al. 2022). Some report advisor-related difficulties and confusion about assessment norms (Perry et al. 2016; Pineda et al. 2022). Diversifying tasks and using authentic assessments can promote integrity, skill development, and employability without diluting standards (Sotiriadou et al. 2019).
How
This toolkit provides guidance to run an inclusive assessment and feedback cycle in your course. Begin with an early interactive EDIA diagnostic to understand students’ origins/backgrounds, assessment experiences, language comfort, prior preparation, and concerns, using digital or paper-based alternatives as needed. Implement a formative activity with feedback, then use the follow-up EDIA tool to collect students’ perceptions and suggestions for improvement. Use the EDIA Assessment Decision Facilitator (decision tree) to consider inclusive assessment options in relation to the subject’s learning outcomes and institutional parameters, clarifying in advance the margins for possible adaptations to avoid false expectations. Throughout, the approach centres students’ experiences with a mattering perspective, encourages meta-conversation about assessment, and sets realistic expectations about feasible adjustments within the course and institution.
Impact
Lecturers who diagnose early, iterate after evidence, and document decisions build assessment systems that are both inclusive and rigorous – systems that help diverse students show what they know. The approach relies on transparency, responsiveness, and a sustained commitment to EDIA principles, improving clarity, perceived fairness, and engagement across the course.
References
Gautam C, Lowery CL, Durant D. Challenges for Global Learners: A Qualitative Study of the Concerns and Difficulties of International Students. Journal of International Students. 2016;6(2):501‑526. https://doi.org/10.32674/jis.v6i2.368
Huhn D, Junne F, Zipfel S, Duelli R, Resch F, Herzog W, Nikendei C. International medical students—a survey of perceived challenges and established support services at medical faculties. GMS Z Med Ausbild. 2015;32(1):Doc9. https://doi.org/10.3205/zma000951
Perry CJ, Weatherford J, Lausch D. Academic Concerns of International Students in the US. Adult Education Research Conference. 2016. https://newprairiepress.org/aerc/2016/papers/30
Pineda J, Kercher J, Falk S, Thies T, Yildirim HH, Zimmermann J. Accompanying international students in Germany to academic success. DAAD. 2022. https://static.daad.de/media/daad_de/pdfs_nicht_barrierefrei/der-daad/analysen-studien/daad_sesaba_final_report.pdf
Sotiriadou P, Logan D, Daly AS, Guest R. The role of authentic assessment is to preserve academic integrity and promote skill development and employability. Studies in Higher Education. 2019;1–17. https://doi.org/10.1080/03075079.2019.1582015
Original materials developed by:
María del Mar Herrador Morales, Universidad San Pablo CEU
Paloma Martínez-Alesón, Universidad San Pablo CEU
María del Carmen Ovejero Benito, Universidad San Pablo CEU