Inclusive Assessment Design in Higher Education

Kallia Katsampoxaki-Hodgetts is a lecturer in educational assessment, and multiliteracies in science teacher education, science communication and academic writing at the University of Crete. She is also a postdoctoral researcher in multiliteracies and multimodality at the University of Ioannina, Greece. Her research focuses on Learning by Design, inclusive assessment, student voice, civic engagement, and the role of digital innovation in science communication. She has coordinated and contributed to faculty development initiatives on inclusive student-centred pedagogy, assessment literacy, and reflective curriculum design in higher education. She has authored papers and chapters on assessment, multiliteracies, and inclusive curricula, with recent work examining how teachers and students use AI tools, multimodal artefacts, and reflective practices to make learning, evaluative judgement, and participation more visible. Her scholarship connects theory, process-based and inclusive pedagogy, and practice across contexts from pre-school education to higher education.

ORCID https://orcid.org/0000-0002-1143-3050

Tom O’Mahony is affiliated with the Dept. of Electrical and Electronic Engineering at Munster Technological University. He coordinates the BEng. (Hons) in Electronic Engineering and manages several EU Erasmus+ research projects. He also works with the Teaching and Learning Unit (TLU) where he coordinates and teaches on the Master of Arts in Teaching and Learning in Higher Education. With the TLU, he is responsible for designing and leading staff professional development initiatives at MTU related to active learning, assessment and educational research. He is the Principal Investigator for the Teaching, Learning Assessment and Student Engagement (TLASE) Research Laboratory at MTU. His research interests include active learning, especially flipped, project and problem-based learning, assessment and feedback, and engineering education. Tom has over 70 peer-reviewed publications, is supervising two PhD candidates and peer-reviews for several educational research journals.

Cai Weaver is a Language Specialist at the South-Eastern Finland University of Applied Sciences (Xamk), where he supports academic writing, international publishing, and open educational resources. His work focuses on developing researchers’ professional identity and skills through initiatives such as the Scientific Writing Coaching programme. He is actively involved in the INGENIUM European University alliance, working on supporting staff pedagogical development, micro-credentials, and lifelong learning initiatives. His interests include inclusive writing and publishing, feminist pedagogy and theory, and the role of power and identity in academic knowledge production and teaching. He has published on LGBTQIA+ activism, the development of scientific publishing support processes, and micro-content and micro-learning.

ORCID iD: https://orcid.org/0000-0002-4777-6661

Mercedes Bravo Rebolledo is a permanent teaching associate at the University of Rouen Normandy. After ten years teaching English and French as foreign languages in secondary schools, she moved into higher education, where she continues to promote inclusive teaching and active learning. Throughout her career, she has used action research to better understand and enhance student participation, engagement, and success. She is actively involved in the INGENIUM European University alliance and is excited by its potential to create new opportunities for collaboration, intercultural exchange, and student empowerment across Europe. She is currently developing a research agenda focused on student agency within European university alliances.

ORCID iD: https://orcid.org/0009-0002-8479-2692

Judit Vari, a professor and researcher in the Department of Education and Training Sciences at the University of Rouen, she is Head of the University Teaching Department and the mission head for Educational Reform at the University of Rouen. In her reserach, she has been studying the role of play in the moral and political socialization of children and young people for many years. Adopting a socio-anthropological approach, she focuses in particular on how play-based practices help develop individuals’ sense of ethics. She coordinates several research projects focusing on the role of children’s voices in the public sphere and the role of video games in political socialization. She has also co-created several serious games for students designed to help them develop their professional ethics as educators or as citizens facing the challenges of the transition.

Oana Elena Colţ  is a Lecturer at Technical University “Gheorghe Asachi” of Iași, Faculty of Civil Engineering and she is teaching technical subjects such as Soil Mechanics, Foundations, Tunnelling and Geosynthetics. The fields of research are: geosynthetics, land sliding hazards but she has an active interest in teaching and methods (interactive and collaborative) and the use of e-learning and digital resources. She was the team leader for the project AcademICa (2019-2024), a Summer School Grant for High School Students for reducing early school leaving and improving the opportunities to participate in tertiary education. She is involved in Ingenium activities in WP 9.2 - INGENIUM for a Better Integrated and Inclusive Educational System. She is also a member of the team project Dig2Inc that is an Erasmus KA220-HED - Cooperation partnerships in higher education project designed to ensure inclusion of low-SES students in higher education.

ORCID ID: https://orcid.org/0000-0001-5065-7690