We are forming an international perspective to investigate the socio-political backgrounds to the necessity of 'inclusive assessment', and develop understanding of its implementation and challenges in HEIs worldwide. We then reflect on our own teaching practice in our respective institutes, using questionnaires and interviews to create a comparative study of the systems, cultural norms, and social development issues that drive the transition towards greater inclusivity and how that is increasing the access and participation for students from disadvantaged socio-economic backgrounds. We aim to develop a view that is truly 'glocal', whilst indicating a way for innovation to continue in respect to the complex conditions on the ground.
