Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice

Context:Despite increasing discussion and scholarship, equity in assessment is rarelydefined and distinguished in a way that allows for shared understanding in medicaleducation. This paper seeks to clarify and expand the conversation about equity inassessment by critically reviewing three distinct and evolving orientations towardequity in assessment. Orientations refers to the positions, attitudes, interests or pri-orities individuals can hold toward equity in assessment. The three orientationsinclude fairness-oriented assessment, assessment for inclusion and justice-orientedassessment. While fairness-oriented assessment is a prevailing orientation in medicaleducation, assessment for inclusion and justice-oriented assessment, originally devel-oped in other fields of education, deserve careful consideration. Methods:In this paper, the authors explore unique underpinning assumptions ofeach orientation by critically examining the foundational literature of each orienta-tion. They reflect on the unique perspectives each orientation provides, including theactions one might take and what advantages and disadvantages might result fromlooking at equity in assessment from any one orientation. Conclusions:Informed by this reflection, the authors propose that to more effec-tively advance equity in assessment in medical education, those working in the fieldshould clearly identify their respective orientations, intentionally choose methods,tools and measures aligned with their orientations and expand their work by explor-ing alternative orientations.