Reframing assessment to center equity : theories, models, and practices / edited by Gavin W. Henning, Gianina R. Baker, Natasha A. Jankowski, Anne E. Lundquist, and Erick Montenegro.
"This book makes the case for assessment of student learning as a vehicle for equity in higher education. The book proceeds through a framework of "why, what, how, and now what."--
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Full Text (via Taylor & Francis) |
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| Other Authors: | , , , , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York :
Routledge, Taylor & Francis Group,
2023.
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| Subjects: |
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| 245 | 0 | 0 | |a Reframing assessment to center equity : |b theories, models, and practices / |c edited by Gavin W. Henning, Gianina R. Baker, Natasha A. Jankowski, Anne E. Lundquist, and Erick Montenegro. |
| 264 | 1 | |a New York : |b Routledge, Taylor & Francis Group, |c 2023. | |
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| 545 | 0 | |a Gavin W. Henning is Professor of Higher Education at New England College in New Hampshire where he directs the Master of Science in Higher Education Administration and Doctorate of Education programs. Gavin is a past president of ACPA - College Student Educators International as well as a past president of the Council for the Advancement of Standards in Higher Education (CAS). He has over 20 years' experience in higher education assessment and institutional research and frequently consults and presents regionally, nationally, and internationally on the topic. His scholarship includes over 90 peer-reviewed presentations and over 90 invited presentations and keynotes regarding assessment. In addition, he has published articles and books on assessment including Student Affairs Assessment: Theory and Practice with Darby Roberts that serves as the foundational text for assessment courses in many higher education graduate programs. Gavin earned his Ph.D. in Leadership and Policy Studies from the University of New Hampshire. Gianina R. Baker, PhD, is the acting director of the National Institute for Learning Outcomes Assessment (NILOA), providing leadership and direction on research specific to the assessment of student learning at colleges and universities. Her main research interests include student learning outcomes assessment at minority serving institutions, access and equity issues for underrepresented administrators and students, assessment in athletics, and higher education policy. She holds a PhD in educational organization and leadership with a higher education concentration from the University of Illinois, an MA in human development counseling from Saint Louis University, and a BA in psychology from Illinois Wesleyan University. Natasha A. Jankowski serves as the Executive Director of the National Institute for Learning Outcomes Assessment (NILOA) and Associate Professor with the department of Education Policy, Organization and Leadership at the U | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Part one: Why? Why the intersection of assessment and equity -- The assessment activist: a revolutionary call to action -- Equity and assessment: a storied past --Part two: what? Current state of scholarship on assessment -- The varied roles of narratives and stories in assessment -- Models and approaches to increasing equity in higher education -- Equity-centered assessment: varying approaches and lenses -- Part three: How? Assessment in class meetings: transparency reduces systemic inequities -- Culturally relevant assessment: examining equity gaps in assignment types -- Centering 'Ãina in assessment: striving for equity and social justice -- Culturally relevant assessment 2.0 through faculty and students' voices -- Need for equity-minded assessment and evaluation outside of the classroom -- Advancing equity in student affairs through assessment practice -- Assessing equitable access to stem fields of study -- Equitable assessment in community colleges: a call for collaboration and culturally responsive practices -- Cultural awareness and praxis: the aesthetic of teaching and learning at HBCUs -- Part four: now what? Leveraging technology-enabled assessment capabilities to promote equitable student outcomes -- Developing individual awareness: the role of the assessor -- An invitation to a beginning rather than the end. | |
| 520 | |a "This book makes the case for assessment of student learning as a vehicle for equity in higher education. The book proceeds through a framework of "why, what, how, and now what."-- |c Provided by publisher. | ||
| 588 | 0 | |a Vendor-supplied metadata. | |
| 650 | 0 | |a Student affairs services |z United States. | |
| 650 | 0 | |a Academic achievement |z United States |x Evaluation. |0 http://id.loc.gov/authorities/subjects/sh2009113395 | |
| 650 | 0 | |a Educational equalization |z United States |x Evaluation. | |
| 650 | 0 | |a Education, Higher |x Social aspects |z United States. |0 http://id.loc.gov/authorities/subjects/sh2008102730 | |
| 700 | 1 | |a Henning, Gavin, |e editor. |0 http://id.loc.gov/authorities/names/n2015069635 |1 http://isni.org/isni/0000000453911545 | |
| 700 | 1 | |a Baker, Gianina R., |d 1982- |e editor. |0 http://id.loc.gov/authorities/names/n2020008946 |1 http://isni.org/isni/0000000496566868 | |
| 700 | 1 | |a Jankowski, Natasha A., |e editor. |0 http://id.loc.gov/authorities/names/no2015027782 |1 http://isni.org/isni/0000000497200518 | |
| 700 | 1 | |a Lundquist, Anne E., |e editor. |0 http://id.loc.gov/authorities/names/n2022023539 | |
| 700 | 1 | |a Montenegro, Erick, |e editor. | |
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