A new collective volume has been published through the collaboration of the six partner universities of the INGENIUM European University Alliance, as an outcome of the INGENIUM Education Labs.

Inclusive Assessment Design in Higher Education: Feedback, Partnership, and AI-Supported Design, edited by Dr. Kallia Katsampoxaki-Hodgetts, Tom O’Mahony, and Cai Weaver, examines contemporary approaches to inclusive assessment in higher education.

The volume challenges familiar assumptions about fairness, feedback, objectivity, academic standards, student agency, and the role of teachers as designers of learning environments rather than solely assessors. It demonstrates that inclusive assessment is not a checklist or an accommodation added at the end of the learning process. Instead, it presents inclusive assessment as a deliberate design ecology that is transparent, feedback-rich, culturally responsive, participatory, and AI-aware.

At a time when artificial intelligence is exposing the limitations of product-based assessment, the publication offers a forward-looking perspective. It encourages faculty to move from surveillance to redesign, from grading to judgment-building, from feedback delivery to feedback literacy, and from teacher-owned authority to shared evaluative responsibility.

The publication is available for download here:
https://bit.ly/44FVHAz

The volume is published by Disigma Publications and funded by the INGENIUM European Alliance.