Exploring neuro‐inclusivity by design in assessment: A scoping review

Abstract

Understanding of neurodivergent characteristics remains limited in educational assessment, which hinders inclusive design approaches. Consequently, assessment design processes can fail to prevent unintended barriers being introduced in assessment, which can negatively impact neurodivergent learners' academic performance and emotional wellbeing. Guided by PRISMA‐ScR guidelines, a scoping review was conducted to examine neurodivergent learners' assessment challenges and neuro‐inclusive assessment design strategies. Overall, 23 studies were reviewed. Autism, attention deficit hyperactivity disorder (ADHD) and dyslexia were most frequently examined in the literature, with neurodevelopmental differences such as dyspraxia and dyscalculia underrepresented. Following a grounded theory approach to qualitative data analysis, three broad themes emerged from the review: (1) pedagogical considerations, (2) understanding neurodivergent learners and (3) approaches to assessment. Pedagogical considerations include a need for greater awareness amongst educators and improved institutional infrastructures to foster inclusive learning environments. Understanding neurodivergent learners involves recognising specific neurodivergent characteristics that pose challenges in assessments, such as difficulties with sensory sensitivity and distorted time perception in formal, timed exams. Finally, approaches to assessment prioritise inclusion‐by‐design, such as participatory design methods, rather than relying exclusively on post hoc accommodations. Such approaches can support fairer, more valid assessments that more accurately capture the strengths and abilities of neurodivergent learners.