Assessment profoundly shapes students' lives and identities through grades, examinations, scores, and metrics, yet scholarship has largely overlooked its political dimensions of power, equity, and social justice. This special issue invites critical examination of how assessment functions within higher education, challenging the prevailing view of assessment as neutral and objective.
The issue seeks both theoretical understanding and practical transformation of assessment practices toward greater justice and equity. Authors are invited to submit empirical studies, conceptual analyses, policy reviews, or research syntheses that adopt explicitly socio-political and critical approaches to assessment, engaging with themes such as agency, identity, inclusion, technology, and epistemic justice in assessment.
Submissions must clearly engage with socio-political perspectives while allowing diverse interpretations of what constitutes critical scholarship. Authors should reference the accompanying points of departure article and may engage with or critique its arguments.