Reframing Assessment to Center Equity

ISBN 10: 1642672572 / ISBN 13: 9781642672572

Editore: Routledge, 2022

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Fairly worn, but readable and intact. If applicable: Dust jacket, disc or access code may not be included.

Codice articolo 3IIT0300672G_ns

Dati bibliografici

• Titolo: Reframing Assessment to Center Equity
• Editore: Routledge
• Data di pubblicazione: 2022
• Lingua: Inglese
• ISBN 10: 1642672572
• ISBN 13: 9781642672572
• Rilegatura: Brossura
• Condizione: acceptable

Descrizione articolo

Riassunto

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.” The opening chapters present the case for infusing equity into assessment, arguing that assessment professionals can and should be activists in advancing equity, given the historic and systemic use of assessment as an impediment to the educational access and attainment of historically marginalized populations. The “what” chapters offer definitions of emerging terms, discuss the narratives of equity in evidence of student learning, present models and approaches to promoting equity, and explore the relationship between knowledge systems and assessment practice. The “how” chapters begin by progressively moving from the classroom to the program, then beyond the program level to share examples from student affairs. Subsequent chapters address the problem of equitable access to STEM fields; culturally responsive practices within the context of community colleges; the ongoing work of culturally situated assessment practices in Historically Black Colleges and Universities; and the role of technology-enabled assessment as a possible tool for equitable assessment. The final two chapters in the book address the “now what”, providing a way for assessment professional to develop individual awareness within their practice as a next step in the equity journey, and a conceptual framework to anchor equity in their work.

Informazioni sull?autore

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 University of Illinois Urbana-Champaign. She is co-author, along with her NILOA colleagues, Degrees That Matter: Moving Higher Education to a Learning Systems Paradigm and the book Using Evidence of Student Learning to Improve Higher Education. She loves all things assessment.

Anne E. Lundquist, PhD, is the managing director for learning and innovation at The Hope Center for College, Community, and Justice at the Lewis Katz School of Medicine at Temple University. She is a White, cisgender, third-generation educated poet, yogi, and social justice advocate who draws on her 30-year career in higher education to help transform higher education into a more effective and equitable sector through research and educational training and services to address student basic needs insecurity. Previously, Lundquist served as assistant vice president for campus strategy at Anthology, director of strategic planning and assessment for the Division of Student Affairs at Western Michigan University, as well as senior student affairs officer at four liberal arts colleges. She holds an MFA in creative writing and a PhD in educational leadership, higher education, from Western Michigan University. She earned her BA in religious studies and English from Albion College.

Erick Montenegro, PhD, is a fellow with the National Institute for Learning Outcomes Assessment (NILOA) focused on equity-minded assessment practice. Montenegro currently is the senior research associate for The Pell Institute for the Study of Opportunity in Higher Education. Montenegro serves on the board of directors for the Quality Assurance Commons for Higher and Postsecondary Education (QA Commons). As a research analyst for NILOA Montenegro helped launch the national conversation on equity-minded assessment in 2017. He holds a PhD in education policy, organization, and leadership from the University of Illinois at Urbana-Champaign.