Reevaluating Assessment Practices for Marginalized Groups

With a focus on the evolving intentions behind proficiencies for assessment in academic libraries changing, the authors sought to reevaluate existing assessment methodologies, particularly in light of their impact on marginalized individuals. This prompted a critical examination of the very concept of marginalization and how prevailing assessment practices may systematically or unintentionally sideline those who are marginalized and underrepresented. Additionally, this column offers concrete strategies for inclusivity, aimed at empowering marginalized and underrepresented communities to ensure their voices are not only heard but are also instrumental in driving policy changes that benefit them.