The current study explored the use of formative assessment strategies such as peer assessment (PA) and self-assessment (SA) as inclusive assessment methods that promote learning with undergraduate students at London Metropolitan University. This project, which was funded through a rescaling fund aimed to enhance students’ writing performance and attitudes towards writing and learning in Business and Management Education.Inclusive assessment refers to an approach to assessment and learning in terms of which individual learners’ needs, differences and tastes are taken into consideration, as far as possible, to ensure that all students have an opportunity to succeed. It focuses on students’ strengths without highlighting their weaknesses with the aim of unravelling areas for improvement and supporting students throughout this process. As lecturers welcome extremely diverse cohorts nowadays, HEI are increasingly concerned about adopting inclusive teaching and assessment practices to cater for the needs of multilingual and multicultural students who should work together and succeed first in their academic contexts and later in an increasingly complex workplace which has high expectations from individuals who wish to find career-enhancing positions and succeed in their professional lives.