Inclusive education and assessment are increasingly recognized as essential to equity in learning opportunity particularly for marginalised and under-represented student groups and is a strategic aim at UCL. Some resources are available on inclusive education with the aim of improving equity, however information and appropriate training specifically on inclusive assessment are more limited. We present research that addressed a noted ‘gap’ in assessment outcomes between students of different ethnic backgrounds, in part through formation of a student-staff partnership. This partnership was an important element of a larger FLS and IoE collaboration contributing to transforming an assessment in a large cell biology module. Students provided key inputs on how to test this subject and consequent development of curriculum learning materials. Investing a relatively small sum (~£200-£400 total for each partnership) returned high impact, increasing student satisfaction 2-fold within one year. Such methodology could specifically inform inclusive curriculum and assessment or other strategic initiatives in other disciplines in FLS and UCL.
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