BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Reframing Assessment to Center Equity

Theories, Models, and Practice

Paperback
May 2022
9781642672572
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  • Publisher
    Stylus Publishing
  • ISBN 9781642672572
  • Language English
  • Pages 372 pp.
  • Size 6" x 9"
  • Images 11 illus.
$39.95
Hardback
May 2022
9781642672565
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  • Publisher
    Stylus Publishing
  • ISBN 9781642672565
  • Language English
  • Pages 372 pp.
  • Size 6" x 9"
  • Images 11 illus.
$135.00
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May 2022
9781642672589
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642672589
  • Language English
  • Pages 372 pp.
  • Size 6" x 9"
  • Images 11 illus.
$135.00
E-Book (ePub)
May 2022
9781642672596
More details
  • Publisher
    Stylus Publishing
  • ISBN 9781642672596
  • Language English
  • Pages 372 pp.
  • Size 6" x 9"
  • Images 11 illus.
$39.95

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.

Table of Contents

Preface 

Part One: Why? 

1) Why the Intersection of Assessment and Equity?—Erick Montenegro and Gavin Henning 

2) The Assessment Activist: A Revolutionary Call to Action—et al., Diyya Bheda 

3) Equity and Assessment: A Storied Past—Natasha A. Jankowski and Anne E. Lundquist

 

Part Two: What?

4) Current State of Scholarship on Assessment—Gianina Baker and Gavin Henning 

5) The Varied Roles of Narratives and Stories in Assessment—Natasha A. Jankowski and Lesley D’Souza 

6) Models and Approaches to Increasing Equity in Higher Education—Karen Singer-Freeman, Linda Bastone, and Erick Montenegro 

7) Equity-Centered Assessment: Varying Approaches and Lenses—Stephanie Waterman, Gianina Baker, Gavin Henning, and Anne E. Lundquist

 

Part Three: How?

8) Assessment in Class Meetings: Transparency Reduces Systemic Inequities—Many-Anne Winkelmes 

9) Culturally Relevant Assessment: Examining Equity Gaps in Assignment Types—Harriet Hobbs and Chrisine Robinson 

10) Centering ‘Āina in Assessment: Striving for Equity and Social Justice—Monica Stitt-Bergh, Charmaine Mangram, Eunice Leung Brekke, Kara Plamann Wagoner, Monique Chyba, Kaiwipunikauikawēkiu Lipe, & Siobhán Ní Dhonacha 

11) Culturally Relevant Assessment 2.0 Through Faculty and Students' Voices—Chiara Logli 

12) The Need for Equity-Minded Assessment and Evaluation Outside of the Classroom—Juan G. Berumen 

13) Advancing Equity in Student Affairs Through Assessment Practice—Ciji A. Heiser and Joseph D. Levy 

14) Assessing Equitable Access to STEM Fields of Study—Alicia C. Dowd, Leticia Oseguera, and Royel M. Johnson 

15) Equitable Assessment in Community Colleges: A Call for Collaboration and Culturally Responsive Practices—Raina Dyer-Barr, Kaylan Baxter, and Eboni M. Zamani-Gallaher 

16) Cultural Awareness and Praxis: The Aesthetic of Teaching and Learning at HBCUs—Verna F. Orr

 

Part Four: Now What?

17) Leveraging Technology-Enabled Assessment Capabilities to Advance Students' Achievement of Equitable Learning Outcomes for Equitable Assessment—Peggy L. Maki 

18) Developing Individual Awareness: The Role of the Assessor—Danielle Acheampong, Marilee Bresciani Ludvik, and Anne E. Lundquist 

19) An Invitation to a Beginning Rather Than the End—Diyya Bheda, Natasha A. Jankowski, and Peter Felten

 

Editors and Contributors

Index

Gavin W. Henning

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

No information

Natasha A. Jankowski

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

No information

Erick Montenegro

No information

ASSESSMENT IN HIGHER EDUCATION; LEARNING OUTCOMES; EQUITY IN HIGHER EDUCATION; ASSESSMENT PRACTITIONERS; INEQUITIES IN HIGHER EDUCATION; INDIGENOUS WAYS OF KNOWING; NATIONAL INSTITUTE FOR LEARNING OUTCOMES ASSESSMENT