It's a powerful question, because it allows the interviewer to simultaneously assess two areas of understanding:
1. Assessment
2. Equity
Here was my response (notice I am wearing my coaching hat, rather my teacher hat below)...
Begin by considering the different learners in your classroom.
Who's in the room? (Consider sex, gender, race, socioeconomic class, sexual identity, MI, VAK learning styles, etc.) Make a list of all the different types of learners -- use a broad definition of "diverse".
Next, think about how you assess learning in your room:
Do you use pencil and paper tests? Performance tasks? Oral conferences? Portfolios? Make a list of all the different things to do to collect evidence of learning. Also ask yourself this question: Do I offer my students a choice of assessments? Or does everyone have to do the same thing every time? Why?
Now take your second list, and consider how well it aligns with (or doesn't) the needs of the students listed on your first list.
Another way to consider this question is your purpose for and use of assessment…
Are you assessing just to evaluate and report? Or do you use the information gathered in your diagnostic and formative assessment to inform your instruction? What changes do you make for the different learners in your classroom as a result of data gathered via your assessment?
Also, what kind of descriptive feedback to provide your students? Is it written, oral, other?
And, how do you set goals and criteria for assignments, so that you have an co-construct criteria? Are these posted somewhere for all students to access?
Hope this helps your thinking about equitable assessment practices… As you prepare for your interviews, you may want to consider sharing a specific artefact that helps to illustrate any of the above in your practice.