"The literature indicates that most undergraduate learners face considerable challenges with various academic skills, i.e., writing and either fail in exams or produce written assignments of poor quality (Aizawa et al., 2020).
The assessment methods currently used in Higher Education (HE) do not seem to address diverse students’ needs and help them improve valuable academic skills, i.e., writing, necessary if they want to graduate and secure a career-enhancing position in the future (Winstone & Boud, 2022).
Moreover, research indicates that very few studies – if any- have explored inclusive formative assessment practices (IFAP) of EAP in HE (Kruiper et al., 2022).
A current study (2021-2022) that I have conducted at London Met University and was funded with a rescaling fund of £5,900 revealed that IFAP can have a statistically significant impact on undergraduate students’ writing performance in only one academic semester. 200 L4 students took part in this study and expressed their wish to experiment more with IFAP when they offered me the Award for my Contribution to Equity, Diversity, and Inclusion 3 weeks ago. I promised I would continue to explore the use of IFAP and help more colleagues use them in their classes to support their diverse cohorts i.e., their multilingual and multicultural students."