Demanding Space for Equity in the Assessment of Student Learning

Autor/inn/en	Jankowski, Natasha A.; Baker, Gianina R.
Titel	Demanding Space for Equity in the Assessment of Student Learning
Quelle	In: Change: The Magazine of Higher Learning, 55 (2023) 4, S.4-10 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2023.2213569
Schlagwörter	Equal Education; Student Evaluation; Evaluation Methods; Educational Assessment; Student Role; Culturally Relevant Education; Community College Students + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Community college; Community colleges; College students; Community College; Collegestudent
Abstract	According to the authors, to infuse equity truly in assessment requires that students be actively involved in the process of assessing their own learning. Equitable assessment argues that students can demonstrate attainment of learning outcomes in many ways, and in any particular instance of assessment, students can be offered multiple ways to demonstrate learning. Equitable assessment requires interrogation of student learning data coupled with intentional examination of assumptions on how and where students learn. The National Institute for Learning Outcomes Assessment supported space for exploring the relationship between equity and assessment of student learning with a variety of resources. In this article, they provide a framework for students and culture in assessment designed to ensure the practice and process of assessment itself became more culturally responsive. To do such work, the framework proposed that faculty and staff do the following: (1) take into account the student population served by the institution in the design of assessment approaches; (2) use language that is appropriate for all students when developing learning outcomes, such that the learning outcomes have meaning to students and not just the faculty and staff that wrote them; (3) develop and/or use assessments that are appropriate for different students whether through assignment design or alternative approaches to traditional assessments; and (4) disaggregate and interrogate assessment results and assumptions about changes that faculty and staff believe may lead to improvements in student learning. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01