Rethinking Assessment: Are Traditional Exams Failing Inclusive Learners?

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Hello colleagues around the world,
I’m Salman Soomro, a government school teacher from rural Sindh, Pakistan. As educators, we all work hard to reach every learner—but I’ve been asking myself: Are traditional exams actually excluding the very students we want to include?

In many schools, success is still measured by how well students perform in timed, written tests. But this system often leaves behind learners who think differently, especially:

Students with learning difficulties or language barriers

Girls who face anxiety or lack of support at home

Creative thinkers who understand deeply but struggle with rote memorization

I've seen students who are thoughtful, curious, and collaborative—but freeze during exams. On the other hand, some students perform well on tests but struggle with real-life application.

To make assessment more inclusive, I’ve started experimenting with:

Oral reflections and small group discussions

Project-based tasks where students create posters, stories, or models

Peer feedback systems that build confidence and ownership

Assessment should not be a filter—it should be a window into a child’s understanding, not just their speed or memory.

If we want truly inclusive education, we must rethink how we measure learning. I believe it’s time we ask: Are we assessing what really matters?

I would love to hear how others are making assessment more inclusive in their schools—what works, and what challenges remain?

Warm regards,
Salman Soomro
Pakistan

@SALMAN Traditional exams may not be the most effective way to assess all learners, particularly those with diverse needs or learning styles. Rethinking assessment to be more inclusive involves moving beyond standardized tests and embracing diverse methods that cater to different learning styles, cultural backgrounds, and individual needs. This shift can lead to more meaningful and equitable learning experiences for all students.

@SALMAN Traditional assessments often reflect the cultural norms and values of the dominant group, potentially disadvantaging students from diverse backgrounds.

@SALMAN They may not consider a student's prior knowledge, experiences, or the specific learning environment.

@SALMAN They may not adequately assess higher-level skills like critical thinking, problem-solving, and collaboration, which are increasingly important in today's world.

@SALMAN Standardized tests can be stressful and anxiety-inducing, particularly for students with learning differences or those who perform better under different assessment conditions.

@SALMAN Traditional assessments can inadvertently exclude students with disabilities or those who learn in non-traditional ways.

@SALMAN Incorporating real-world tasks and projects that allow students to demonstrate their knowledge and skills in practical ways.

@SALMAN Utilizing a variety of assessment methods, such as presentations, portfolios, performance tasks, and peer assessments, to provide a more comprehensive picture of student learning.

@SALMAN Developing personalized profiles that capture a student's strengths, learning preferences, and areas for growth, rather than relying solely on standardized scores.

@SALMAN Ensuring that all assessment materials and procedures are accessible and equitable for all students, including those with disabilities or language barriers.

@SALMAN Traditional exams, especially those heavily reliant on written or timed formats, can be inaccessible to students with disabilities such as learning disabilities, physical impairments, or sensory processing differences.

@SALMAN Students come from diverse backgrounds with varying levels of prior knowledge and learning experiences. Traditional exams often fail to account for these differences, creating an uneven playing field.