Towards More Inclusive Assessment: Rethinking Practices Through Training for Trainers

Abstract

This contribution presents a training course for trainers at the Institut français de l’Éducation (IFÉ-ENS Lyon) aimed at reflecting on assessment practices from an inclusion and equity perspective. The main aim of the course is to support teacher trainers, from nursery school to higher education, in developing more inclusive summative assessment practices by examining the principles of digital use and pedagogical differentiation. Current summative assessment practices often confront teachers with a professional dilemma: how to reconcile traditional conceptions of assessment based on equality with inclusive approaches based on equity (Yerly et al., 2024)? While digital technology is frequently perceived as an immediate response to the challenges of adapting learning, we choose to approach it from an inclusive perspective (Benoit et Feuilladieu, 2017). This contribution supports an approach that does not limit digital technology to a mere tool, but rather positions it as a tool in the service of an in-depth reflection on pedagogical objectives and barriers to learning. This approach is in line with Broad Curricular Alignment (Pasquini, 2019, 2021) and Universal Design for Learning (UDL) (CAST, 2024), which promote a systemic view of inclusion.