Advancing Educational Equity: A Comparative Analysis of Assessment Practices in Alignment with SDG 4

Abstract

 
This paper explores the intersection of Sustainable Development Goal 4 (SDG 4) and assessment practices, contrasting traditional grading with alternative methods to promote inclusive education. Traditional assessments, often based on standardized tests, are critiqued for perpetuating inequities, particularly among marginalized and diverse learners. Alternative assessments - such as portfolios, performance-based evaluations, and project-based learning - are proposed as more inclusive and growth-oriented approaches. These methods focus on individual progress, critical thinking, and cultural responsiveness, fostering an equitable learning environment. By aligning assessment with the goals of SDG 4, the paper advocates for reforming education to be more inclusive, equitable, and learner-centered.