Dr. Bahrul Hayat: Reimagining Educational Assessment as a Tool for Equity
Dr. Bahrul Hayat: Reimagining Educational Assessment as a Tool for Equity
May 10, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
In a compelling presentation at the 4th International Conference organized by UIII Faculty of Education, Dr. Bahrul Hayat, large-scale education assessment expert and former Secretary General of Indonesia’s Ministry of Religious Affairs, emphasized the transformative potential of educational assessment when it is designed and implemented with equity at its core.
Drawing from his rich background in education policy and research, the former UIII Vice- Rector for Academic Affairs argued that assessment is more than a tool for grading—it is a mechanism that shapes the trajectory of learning, access, and opportunity across the education system.
He began by outlining the functions of educational assessment, saying beyond individual student evaluations, assessments are used on a larger scale to track the quality of education systems. When used effectively, he said, assessment provides evidence of how well students are achieving learning objectives and guides decisions related to learning placement, diagnostics, grade promotion, and certification.
However, Dr. Hayat warned its potential drawback, saying that while assessment can help identify learning achievement gaps, support responsive teaching, and inform targeted interventions, they risk to marginalize students by misrepresenting their abilities or limit their opportunities if they are designed with bias, low validity, or without contextual sensitivity. “Assessment has a dual role in educational equity,” he explained. “It can be a tool for justice or a vehicle for exclusion.”
Reflecting on current assessment practices, Dr. Hayat highlighted the multilayered threats. These include rigid item formats, content that lacks curricular relevance, differential item functioning across student groups, and construct-irrelevant variance. On the administrative level, challenges include uniform testing modes, non-adaptive assessments, lack of accommodations, and digital inequality. Additionally, scoring and interpretation practices—such as the use of raw scores, norm-referenced grading, and standardized rubrics—can also introduce bias, particularly when student diversity is not taken into account.
Hence, central to his presentation, Dr. Hayat called for the equitable practice of assessment. He stressed that assessments must be fair, contextualized, and aligned with clearly defined learning outcomes. Students should be given varied and meaningful opportunities to demonstrate their learning, according to their physical and psychological conditions.
To achieve this, Dr. Hayat outlined six foundational principles for equitable assessment: validity and reliability; transparency and accountability; accommodations for special needs; cultural fairness; student-centered design; and opportunity to learn. These principles, he emphasized, are non-negotiable if assessments are to serve their intended purpose of supporting all learners.
Quoting education experts like W. James Popham and Linda Darling-Hammond, Dr. Hayat emphasized that assessments should be tools for learning, not instruments of gatekeeping. “We must ensure that our assessments are fair and instructionally informative, rather than tools that perpetuate privilege or punish disadvantage,” he said. His call to action was clear: the design and implementation of educational assessments must be inclusive, context-aware, and grounded in evidence to genuinely support equitable outcomes for all students.
Dr. Hayat concluded his presentation by urging education stakeholders to rethink the role of assessment not as a final judgment but as an ongoing support mechanism. If done right, he noted, assessments can help reduce learning disparities, inform meaningful interventions, and empower every learner to reach their full potential. His message resonated deeply with UIII’s mission to spark dialogue on how to build a more just and responsive education system—starting with the way we assess.
source: https://uiii.ac.id/dr-bahrul-hayat-reimagining-educational-assessment-as-a-tool-for-equity/
How Does Culture Fit In? Rethinking Inclusive Assessment with Assoc. Prof. Joanna Tai
How Does Culture Fit In? Rethinking Inclusive Assessment with Assoc. Prof. Joanna Tai
May 10, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
At the 4th Annual Conference on Assessment and Evaluation hosted by the UIII Faculty of Education, Associate Professor Joanna Tai of Deakin University delivered a thought-provoking keynote titled “Designing Assessment for Inclusion: How Does Culture Fit In?” Her message was clear: inclusive assessment must go beyond fairness in form and structure; it must account for the cultural contexts that shape learning, expression, and success.
Drawing from her research at the Centre for Research in Assessment and Digital Learning (CRADLE), she reconsidered long-held assumptions about objectivity and equality in academic assessment. “Assessment should recognise diversity in student learning and endeavour to ensure that no student is discriminated against by virtue of features other than their ability to meet appropriate standards,” she quoted her 2023 co-authored publication. But she followed with a more pressing question: “What about culture?”
In her keynote, Assoc. Prof. Tai unpacked hidden cultural assumptions in common assessment practices. Assessment, she argued, is not culturally neutral. Academic traditions, societal values, and educational systems all shape how students are expected to demonstrate knowledge. Yet, despite its significance, her research revealed a critical gap: most literature on assessment and inclusion fails to explicitly define “culture.”
A scoping review she conducted for relevant publication between 2005 and 2025 found only nine studies that meaningfully addressed cultural dimensions of assessment, despite the global push for equity and diversity in higher education. She also highlighted that the definitions of culture in the relevant literature were just assumed and not explicit.
She then introduced a set of emerging design principles for cultural inclusion in assessment, saying that, first, assessment must be future-oriented, preparing students for their real-world, context-specific futures. Second, it should foster shared social understanding, encouraging dialogue and reflection among students and educators about what is valued in learning—and why.
Assoc. Prof. Tai further advocated for collaborative assessments that promote intercultural exchange, especially in multicultural classrooms. For this, she introduced three strategies for assessment design, encapsulated in authenticity, programmatic view, and distinctiveness.
Authenticity in assessment, she said, involves aligning tasks with students’ values and goals (authenticity to self), setting clear expectations (authenticity of task), recognizing differing perceptions (designed vs perceived authenticity), and including diverse students in design (authenticity in our values).
For the programmatic view of assessment, she encouraged that learning outcomes are scaffolded over time, and not everything has to be assessed at every occasion. Meanwhile, distinctiveness highlight that students should be prepared for their unique destinations, utilizing open-ended tasks to develop their distinct capabilities and offering a variety of ways to demonstrate learning aligns with Universal Design for Learning.
Assoc. Prof. Tai’s keynote concluded with a reminder that designing assessment for inclusion is not a one-off event, but an ongoing, systemic process. It involves multiple stakeholders, continuous dialogue, and a willingness to challenge entrenched academic norms. Her presentation sparked thoughtful discussion throughout the conference and set a transformative tone for UIII’s broader vision of equitable, culturally responsive education.
Joanna Tai finds a wonderful welcome for her Assessment for Inclusion Keynote
Recently Associate Professor Joanna Tai was invited to give a keynote at the Universitas Islam Internasional Indonesia Faculty of Education 4th annual conference, which was about “Assessment and Equity in Education”. Here, she shares some of her reflections on the conference.
Members of Deakin and Universitas Islam Internasional Indonesia (UIII) have been partners and collaborators for several years, and I was excited to contribute to the growing relationship by accepting the invitation to be a keynote speaker at the UIII Faculty of Education 4th annual conference. UIII is a relatively new university and the Faculty of Education has so far accepted four cohorts of Masters and PhD students, who were all in enthusiastic attendance alongside their Faculty members. The Faculty are small in number but mighty in productivity: in addition to offering four theme streams across the Masters and PhD programmes, they also edit a journal, Muslim Education Review, host visiting scholars, run an annual conference, and are soon to be admitting undergraduate students.
It was my first time visiting Indonesia, despite it being one of our closest neighbours, and I’m glad I had such welcoming hosts. UIII is situated in Depok, about one hour from Jakarta airport, and I was collected and returned to the hotel each day by a pair of volunteer students. The roads and traffic were definitely something I wouldn’t have wanted to navigate on my own! On arrival, the campus seemed vast, and the buildings were impressive – including an eight-floor library! Being an international university, they are building a collection across many languages – Bahasa Indonesia, English, Arabic, and several others.
So now, to the conference itself. After a lovely opening ceremony with a traditional Indonesian dance performance representing the different regions (put on by students from the Faculty!), I had the honour of being the opening keynote speaker. With a topic like designing assessment for inclusion, it’s always hard to tell exactly which aspects will be most pertinent for a broad audience.
I focused my talk on considering how culture might be acknowledged and incorporated in inclusive ways
My work with our own CRADLE Indonesian students has helped me to understand how Indonesia is a place of many cultures and languages. This seemed to resonate with many of the attendees, and we had an excellent discussion session afterwards which demonstrated how attentive they’d been – even more impressive, since English (as I learned from some students with a linguistics background) is frequently a third, fourth, or even further down the list language for many people.
Professor Bahrul Hayat followed with his keynote immediately after, discussing the importance of large scale educational assessment and its potential impact on equity. It was great to hear the same underlying messages about the purposes of education from a different perspective. Professor Yan Zi from the Education University of Hong Kong (and CRADLE Honorary Professor) also gave his keynote to open the second day, highlighting the importance of student agency even within teacher-constructed systems, and offering implications for what we might do about learning and assessment in a digital world.
I had the opportunity to also attend some of the panel sessions, with presentations from scholars representing several institutions. Again, I was impressed by the quality of discussion and interaction amongst participants – and chuffed to see work by CRADLE colleagues and collaborators referenced in presentations.
Beyond the intellectual climate, the food was also delicious, with snacks in the morning, and a full cooked lunch showcasing typical Indonesian food. The conference dinner took place on the first day, and what started as a singing performance turned into karaoke for staff and students. Of course, I had to participate (thanks Dr Destina for being my duet partner!) too. One notable difference between Indonesia and Australia is the importance of photos: I was happy to pose with many students and now also have a great collection of memories from the conference. With the ongoing connection between institutions, I hope we’ll meet again in the future!
Assessment for All: Equity Takes Center Stage at FoE’s 4th International Conference
Assessment for All: Equity Takes Center Stage at FoE’s 4th International Conference
May 10, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
The two-day event brought together over a hundred participants, including scholars, educators, researchers, and students from Indonesia, Malaysia, Australia, and Hong Kong, who engaged in meaningful discussions on the intersection between assessment practices and equitable access to education.
In his opening remarks, UIII Rector Prof. Dr. Jamhari emphasized the university’s commitment to holistic education and its role in addressing global educational challenges. “As institutions of higher learning, our responsibilities reach far beyond the classroom. We must actively engage with society, build meaningful partnerships, and apply our academic strengths to help solve real-world issues and support national progress,” said Prof. Jamhari.
He also expressed gratitude to the keynote speakers, educational assessment experts Prof. Bahrul Hayat of UIII, Associate Professor Joanna Tai (Deakin University, Australia), and Prof. Yan Zi (The Education University of Hong Kong) for their valuable insights and contributions to the academic exchange.
Dean of the Faculty of Education, Prof. Nina Nurmila, provided an overview of the conference’s background, aligning it with the faculty’s core areas of concentration. “Our annual conference rotates around four key concentrations of our study programs,” she explained. “This year, we focus on Educational Assessment and Evaluation. Next year, we will revisit the theme of Education and Society.” She also highlighted how the conference serves multiple goals beyond academic dialogue.
“Our aim is to provide a platform for senior and junior scholars to share research, foster networking for future collaborations, promote our growing campus, and enhance the visibility of our journal Muslim Education Review (MER)—which is now SINTA 3 accredited and striving toward Scopus indexing,” said Prof. Nurmila.
Chair of the organizing committee, Dr. Destina Wahyu Winarti, underscored the theme’s relevance in light of global educational trends. “Assessment plays a significant role in measuring students’ learning performance and guiding educational decisions,” Dr. Winarti noted. “But equity ensures that all students—regardless of background—have access to the resources they need to succeed.”
She reported that after a rigorous peer-review process involving two external reviewers per submission, 54 papers were accepted and presented over the course of the conference. These contributions will have the opportunity to be published in the Muslim Education Review.
The opening ceremony also featured an international cultural performance by UIII students, celebrating the university’s commitment to diversity, and concluded with the announcement of awards for best lecturer, best student writing, and best paper submission. With this, the Faculty of Education’s conference has clearly established itself not only as a site of rigorous academic exchange but also as a welcoming space for global collaboration, cultural dialogue, and educational innovation.
Islamic Feminists’ Approaches
Nurmila, N. (2025). Islamic Feminists’ Approaches. In: Bano M, ed. The Cambridge Companion to Women and Islam. Cambridge Companions to Religion. Cambridge University Press; pp. 214-233. https://www.cambridge.org/core/books/abs/cambridge-companion-to-women-and-islam/islamic-feminists-approaches/7D0AA2AE8DDAC391F4BB7B067A724C00
Summary
Nina Nurmila provides a review of key scholarly figures in the field of Islamic feminism and their methodological approaches. She emphasizes how, in Indonesia, their influence has permeated the wider Muslim community more effectively than in other contexts, thanks to local scholars disseminating their ideas through vernacular Islamic scholarship.
Lunch Talk #41: Environment & Sustainability in Higher Education: Theory and Practice
You are invited to join the Lunch Talk #41 at the Faculty of Education, UIII
Prof. Anna M. Gade, Ph.D. (Visiting Professor at FOSS UIII from the University of Wisconsin-Madison, USA) will share about: "Environment & Sustainability in Higher Education: Theory and Practice".
Prof. Anna M. Gade, Ph.D. (University of Chicago), author of the widely-acclaimed book Muslim Environmentalisms (2019), is a Visiting Professor at UIII in 2024-25 in the Climate Change Program in FOSS. She has been leading academic programs in environmental studies and sustainability at the University of Wisconsin – Madison, the place where Earth Day began, for almost a decade. In her talk, she will discuss the development of these interdisciplinary fields in global higher education, with insights on Indonesia. As a scholar of Islam whose initial work was on Islamic education (Perfection Makes Practice, 2004) and the Qur’an (The Qur’an: An Introduction, 2010), she will focus on how environmental education and outreach in Muslim-majority settings such as Islamically-oriented universities presents unique leadership opportunities for future theory and practice, including programs and pedagogy.
Day/Date: Tuesday/May 20, 2025
Time: 13.00 until finished
Place: Theater, Faculty A Building
Online participation:
https://bit.ly/LunchTalkEdu41
E-Certificate is provided
Thank you!
Recorded on YouTube
https://www.youtube.com/watch?v=et33IdNKf70
