The TAPPS Policy Forum at Glasgow City Chambers was a day that brought together sector leaders, students, practitioners, key agencies and bodies from both further and higher education to discuss the important question: Is assessment keeping pace with Scotland's changing learners?

We were delighted to have Dr Juuso Henrik Nieminen deliver the keynote speech for the event. Juuso explored how can we move away from looking at inclusive assessment as a matter of fairness, to a way of celebrating different ways of learning. My key takeaway from Juuso’s address was that policy can truly be used to drive change rather than act as a barrier so far as we challenge existing systems.

One student panellist, Euan Buchanan, shared:

'The student perspective is something we need to hear more of when talking about policy, and that is something that was achieved at the TAPPS forum at Glasgow City Chambers. I especially enjoyed being involved with the panel, not only for pushing me outside of my comfort zone but also for the insights and experiences I got to hear about from the other panel members. I look forward to future TAPPS events where I can talk to more people about their assessment experiences and explore ways to continue improving things for all students.'

It was undeniable that everyone in the room was truly passionate about re-working assessment to support learners, leading to some incredibly validating conversations as a student. As with these events the most intriguing conversations tend to be over lunch or in passing! Within these conversations I questioned if the way I have been assessed was effective and why students are rarely told why we they are being assessed in a particular format.

Another conversation I had focused on the stereotypes we attach to certain forms of assessment because we have often attached legitimacy and credibility to sit down, timed exams, but why?

'We wouldn't judge how good a meal tastes by the plate it arrives on, yet we sometimes judge learning by the format used to present it. An essay can carry depth, complexity and understanding, but so can a practical demonstration, a conversation, or a creative response.

Through my teaching and master's research into inclusive assessment, I've questioned why some formats are given more credibility than others. A learner explaining and justifying their coaching decisions through a practical demonstration may show understanding that an essay struggles to capture.

Learners bring different strengths, experiences, and needs. Fair assessment should make room for those differences while maintaining the standards required. If two, three, or even four approaches demonstrate the required learning equally well, why should one be considered 'lesser'? Are we valuing the learning, or simply the plate?'