摘要：

Throughout our entire lives we are being assessed. Assessment on individuals commences prior to birth and concludes after death. Assessment can be valuable or worthless, misleading and harmful depending on the nature of those conducting it and the processes they use. As universities take advantage of the Australian Government's Social Inclusion policy it is important to note; equal is not always equitable. Assessment is plagued by the same equity issues as every other aspect of modern life. Designing assessment capable of augmenting equity requires a thorough and alternate consideration of the way learning is to be assessed and the response to and effect of the assessment process on different individuals and groups (Killen, 2005). It is a major challenge to design assessment with enough flexibility to cater to the requirements of different students whilst continuing to maintain integrity. A study conducted by CQU STEPS mathematics staff examined student assessment, submission and feedback within the context of enabling mathematics courses.

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