Flexible Pathways to Demonstrating Learning: British Columbia Online Educators' Perspectives on Inclusive Assessment Practice

Abstract

Assessment plays an essential role in supporting participation in K–12 online learning, yet little research has examined how the capabilities and constraints of digital learning environments shape the assessment practices educators use to support diverse learners. This study explored how British Columbia K–12 online educators leverage these capabilities to design inclusive assessment practices that enable meaningful demonstrations of learning. Data were collected from 86 educators working in online and blended learning environments through a mixed-methods survey comprising open-ended and Likert-scale items. Qualitative responses were analysed using reflexive thematic analysis, and conceptually aligned survey items were analysed descriptively to complement and strengthen the interpretation of the qualitative findings. The findings identified three interconnected dimensions of inclusive assessment. First, educators emphasised flexibility and responsiveness, providing a variety of assessment formats, student choice, individualised adaptations, and varied pathways for demonstrating learning. Second, educators described strengths-based and authentic assessment through inquiry, project-based learning, real-world applications, and opportunities for students to build on their interests and capabilities. Third, participants emphasised relational assessment: ongoing teacher–student dialogue, conferencing, and responsive feedback were seen as essential for understanding learner strengths and informing assessment decisions. Quantitative findings reinforced these themes. Sixty-nine per cent of educators reported frequently or very frequently understanding learner and family contexts, 63% recognising learner strengths, and 59% having resources that supported multiple pathways for demonstrating learning. The integrated findings informed a conceptual framework proposing that flexibility, authenticity, and relationships operate together to create meaningful demonstrations of learning in online environments. The framework contributes a foundation for future research, teacher education, professional learning, and policy development aimed at strengthening inclusive assessment in K–12 online learning.