A Typology for a Social Justice Approach to Assessment: Learning from Universal Design and Culturally Sustaining Pedagogy

Autor/inn/en	Hanesworth, Pauline; Bracken, Seán; Elkington, Sam
Titel	A Typology for a Social Justice Approach to Assessment: Learning from Universal Design and Culturally Sustaining Pedagogy
Quelle	In: Teaching in Higher Education, 24 (2019) 1, S.98-114 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanesworth, Pauline) ORCID (Bracken, Seán)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1465405
Schlagwörter	Social Justice; Culturally Relevant Education; Access to Education; Teaching Methods; Classification; Organizational Change; Outcomes of Education; Disadvantaged; Disabilities; Educational Experience; Foreign Countries; Feedback (Response); Guidelines; Evaluation Methods; Student Evaluation; Equal Education; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Organisationswandel; Lernleistung; Schulerfolg; Handicap; Behinderung; Bildungserfahrung; Ausland; Richtlinien; Schulnote; Studentische Bewertung; Großbritannien
Abstract	This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework proposed in McArthur's recent work (2016). It does so by extending understandings of how a socially just perspective might be realised. Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is particularly concerned with enhancing educational experiences and learning outcomes for students that have been systematically marginalised by the normative procedural practices that have traditionally informed the nature of supposedly objective assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01