Literaturnachweis - Detailanzeige
| Autor/inn/en | Grady, Jessica Stoltzfus; Jenefsky, Cyd; Bayers, Leslie; McConnell, Nicholas J. |
|---|---|
| Titel | Learning from Unexpected Core Competency Results: A Journey toward Equitable Assessment at the University of the Pacific |
| Quelle | In: Assessment Update, 35 (2023) 5, S.1-2 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6099 |
| DOI | 10.1002/au.30360 |
| Schlagwörter | Equal Education; Student Evaluation; Culture Fair Tests; Culturally Relevant Education; Social Justice; Minority Group Students; Decolonization; College Students; Student Diversity; College Faculty; Communication Skills; Writing Skills; Critical Thinking; Thinking Skills; Assignments; Evaluation Methods; California (Stockton) |
| Abstract | Equity-minded assessment refers to a set of practices that collectively serve to understand, prioritize, and optimize the learning experiences and outcomes of student learners, particularly students from communities who have been historically marginalized or underserved in higher education. The scholarship on equity-minded assessment (Montenegro and Jankowski 2020) and similar frameworks, including culturally responsive assessment (Montenegro and Jankowski 2017; Singer-Freeman, Hobbs, and Robinson 2019), socially just assessment (Dorimé-Williams 2018; Henning and Lundquist 2018), and decolonizing assessment (Eizadirad 2019), note several measures that indicate equitable assessment practices: communicate transparently, involve students throughout the process, plan for diversity and difference, and interrogate differences in outcomes. This article focuses on describing how the authors' work at a university has engaged with two measures of equitable assessment--transparency and interrogating differences in outcomes--and their intended next steps for incorporating students and planning for diversity and difference. (ERIC). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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