This digitally supported walking workshop addresses the equity implications of assessment deadline extensions, questioning whether they benefit all students equally. Drawing on data from a UK university business school, participants evaluate preliminary findings and explore how they impact various student demographics, including traditionally marginalised groups. Through guided discussions, attendees collaboratively outline key elements for a framework that could better promote inclusivity in assessment practices. This session provides an interactive space for rethinking an important aspect of HE policy and offers an evaluative approach to refining assessment frameworks that reflect diverse student experiences.