This paper explores issues about equity in the early childhood practicum assessment process. In presenting these issues I draw on data from a study which examined how tertiary supervisors understand and practise this assessment process. While the study did not ask any questions specifically about equity, a number of the tertiary supervisors interviewed related stories that raised questions about how equitable practicum assessment is for students from non-English speaking and ‘non-mainstream’ cultural groups. I begin with an overview of the literature in this area and then present the issues identified as a result of examining the tertiary supervisors' stories and the practicum assessment documents they utilised. The focus is on examples from the data that highlight equity issues and raise questions for discussion and further exploration. The aim is to create awareness of this aspect of practicum assessment and to identify directions for future research in this area
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