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