Recognising assessment as a driver for learning and a key part of the student learning experience, this case study considers the impact of opening the assessment process to active student engagement as well as placing inclusivity at the heart of the assessment task at point-of-design. This case study presents an approach to assessment that both embeds optionality and develops pedagogical practice in inclusive assessment. This research, grounded in teaching practises, enables the creation of recommendations for continued development towards inclusivity in assessment practice. (Contains 4 notes.)