Towards Multicultural, Inclusive and Diverse Evaluation -- Exploring Post-Secondary Students' Perceptions

Autor/inn/en	Shraga-Roitman, Yael; Cohen-Liverant, Revital; Soffer-Vital, Shira; Finkelstein, Idit; Grebelsky-Lichtman, Tsfira
Titel	Towards Multicultural, Inclusive and Diverse Evaluation -- Exploring Post-Secondary Students' Perceptions
Quelle	In: Intercultural Education, 34 (2023) 4, S.378-395 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2023.2187349
Schlagwörter	Multicultural Education; Culturally Relevant Education; Teaching Methods; Testing Accommodations; Higher Education; Students with Disabilities; Student Attitudes; Cultural Background; Access to Education; Undergraduate Students; Diversity; Evaluation Methods; Social Responsibility; Student Evaluation; Academic Standards; Student Characteristics; Foreign Countries; Muslims; Jews; Immigrants; Israel + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Verantwortung; Schulnote; Studentische Bewertung; Ausland; Muslim; Muslimin; Jew; Jude; Jüdin; Juden; Immigrant; Immigrantin; Immigranten
Abstract	Higher education acknowledges evaluation as a core component in pedagogy. However, K-12 institutions implement different applications of formative evaluation, and Higher Education Institutes (HEIs) still use traditional evaluation almost exclusively. Adjustments made for students with disabilities (SWDs) are often exam accommodations rather than modifications in the evaluation process itself. The current study aims to examine the perceptions of students from different cultural backgrounds and abilities on Culturally Responsive Academic Evaluation (CRAE), which also takes into consideration SWDs and sees them as a distinct cultural group. Universal Design for Learning (UDL) was used as a guiding framework for formative evaluation for students with and without disabilities. The study used a qualitative method through a phenomenological approach. Twelve undergraduate and graduate students were interviewed using in-depth semi-structured interviews. Results showed three themes concerning CRAE in higher education: Multiculturalism and diversity sensitivity, diversification in evaluation methods, and social responsibility. According to the participants' statements, the student population is ready for more flexible and diverse evaluation methods, as long as boundaries are set to preserve academic standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01