'Level the playing field': fair and equitable curricula provides a variety of assessment tasks, effective feedback, and competent and empathic teachers who are attuned to the complexities inherent in assessing and teaching diverse learners.Clear, plain language: write, clarify, and explain assessment tasks and instructions in clear plain English.Scaffold assessment: acknowledge that commencing students may not possess the academic literacies to successfully complete assessment tasks. Design assessments that progressively build their skills and knowledge using step-by-step learning approaches.Flexibility and choice: offer a variety of assessment formats that are inclusive of student cultural diversity and learning needs and include opportunities for group, peer and self-assessment.Learning outcome alignment: align assessment to inclusive learning outcomes and to students' backgrounds and aspirations. These provide students with clear, explicit and unambiguous information about the intended outcomes of their teaching. Explaining learning outcomes will help students understand what is expected of them, gives access to the language of higher education, and allows them to self-assess.Student involvement: involve students in aspects of assessment design and evaluation.Authentic: make assessment relevant, authentic (see below) and sustainable.Feedback: feedback is vital to inclusive curriculum design and should be given regularly (both formal and informal) to students on their work and progress. This will be discussed in detail on the following page Give effective feedback.Examples: provide supporting examples and resources (e.g. exemplars of good assignments). See UTS Sample Written Assignments for a suite of annotated essays by discipline. (Adapted from: Offer flexible assessment and delivery (PODF 992KB), RMIT University; Learning to teach inclusively, Flinders University)