This unit covers a number of considerations and principles of equity and ‘age appropriateness’ that underpin inclusive educational assessment for students’ individualised learning needs. Purposes, types and adaptations of assessment will be examined. Implications for all aspects of assessment, including timely assessments to address notions of ‘as’, ‘of’ and ‘for’ learning will be discussed. Debates relating to formative, summative, criterion and normative assessment will be critiqued for their benefits and limitations for inclusive approaches. Planning individualised learning outcomes will be developed in relation to ’students’ priorities and present level of performance.