| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910495217403321 |
|
|
Autore |
Alt Dorit |
|
|
Titolo |
Equity and Formative Assessment in Higher Education : Advancing Culturally Responsive Assessment / / by Dorit Alt, Nirit Raichel |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2021.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (166 pages) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Educational tests and measurements |
Education, Higher |
Inclusive education |
Assessment and Testing |
Higher Education |
Inclusive Education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Chapter 1 Advancing culturally responsive assessment -- Chapter 2 Peer Assessment in diverse classrooms: Tensions and opportunities -- Chapter 3 Assessing collaborative learning in a culturally diverse classroom -- Chapter 4 Self-Assessment to evaluate digital literacy skills in a multicultural classroom -- Chapter 5 Reflective journal writing and multicultural diversity: Challenges and benefits to teaching and learning -- Chapter 6 Using Digital Badges in a diverse classroom -- Chapter 7 Using concept map as an assessment tool in a diverse learning environment -- Chapter 8 Culturally responsive feedback -- Chapter 9 Culturally responsive culture of assessment -- Epilogue. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds. Each chapter provides a rich theoretical review, followed by a case study detailing the challenges |
|
|
|
|
|
|
|
|
|
|
involved in using those assessment methods in a diverse classroom, as well as practical suggestions for removing potential barriers, especially for minority students. Most of the narrated case studies are accompanied by episodes, thoughts, and feelings expressed by both students and instructors throughout the assessment processes. This book provides a valuable updated reference source for pedagogical and research purposes for a wide audience. Students, teachers, policymakers, curriculum designers, and teacher educators interested in fostering initiativesin higher education can undoubtably benefit from this book's contents, which are aimed at adapting teaching–learning assessment processes to the unique learning needs of culturally diverse student populations. . |
|
|
|
|
|
| |