How can we transform assessment in university classrooms from feminist and decolonial pedagogies in Spain and Denmark?

Pia Rauff Krøyer, Natalia Hipólito Ruiz, Irene Martinez Martín, María Teresa Bejarano Franco

Research output: Contribution to journalJournal articleResearchpeer-review


This chapter aims to reflect on assessment practices in the context of university from a feminist and decolonial perspective. It is committed to a university education based on the principles of equity, social justice, and equality. Within this framework it becomes essential to rethink assessment systems. To do so, the chapter is divided into two parts: first, the epistemological construction of assessment from decolonial feminism and the skills and competences approach is discussed; and second, university experiences regarding assessment are described under the presented principles. As final proposals, an answer is given to the question of whether it is possible to transform assessment in the university by focusing on clarifying what the objective and the subjects of a feminist and decolonial evaluation are, as well as the strategies, techniques, and uses of transformative assessment.
Keywords: Assessment, Feminist, Pedagogy, Decolonial, Competences, Skills, University, White innocence
Original languageEnglish
JournalInternational Journal of Bias, Identity and Diversities in Education
Publication statusAccepted/In press - 2022

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