Abstract
In this chapter, I invite you to (re)examine PGCert assessment as a values‑laden, ‘wicked’ problem rather than a neutral, technical process. Building on the ‘roots‑to‑shoots’ framework and my previous work on inclusive assessment, I focus on PGCert assessment practices: what kinds of outputs we ask for, how inclusive they are and how feedback can genuinely support learning rather than simply justify grades. I prompt you to consider: What would more inclusive assessment and feedback on your PGCert look like, and how would it benefit all participants?
I walk you through the opportunities and challenges of these key themes: shaping a formative and reflective assessment regime; designing more inclusive assessment; creating relevant and ‘authentic’ tasks; using scholarly outputs as assessment; experimenting with innovative PGCert assessment formats; strengthening PGCert assessment briefs; and re‑centring feedback as a dialogic, developmental practice. By the end of the chapter, I hope you will be able to align PGCert assessment and feedback more closely with your values and learning outcomes.