An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century

Autor/inn/en	Finkelstein, Idit; Soffer-Vital, Shira; Shraga-Roitman, Yael; Cohen-Liverant, Revital; Grebelsky-Lichtman, Tsfira
Titel	An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century
Quelle	In: International Journal of Higher Education, 11 (2022) 1, S.187-200 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Student Evaluation; Evaluation Methods; Models; Culturally Relevant Education; Higher Education; Academic Achievement; Curriculum; Cultural Pluralism; Technology; Literacy; Technology Uses in Education; Electronic Learning; Active Learning; Student Projects; Foreign Countries; Learning Processes; Computer Assisted Testing; Israel + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Curricula; Lehrplan; Rahmenplan; Kulturpluralismus; Technologie; Alphabetisierung; Schreib- und Lesefähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aktives Lernen; Schulprojekt; Ausland; Learning process; Lernprozess
Abstract	Due to COVID-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model depicts evaluation as an integrated process of four dimensions: two of them based on the well-established dimensions of learning and curriculum, and two based on the novel dimensions of inclusive multiculturalism and technology. We consider evaluation in its broad context in higher education, and we analyze the interrelations between the four dimensions of the evaluation process, discussing their contribution to the enhancement of evaluation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01