LEADER 04679nam 22006013 450 001 9910795888203321 005 20221005232849.0 010 $a1-00-344672-8 010 $a1-003-44672-8 010 $a1-64267-258-0 035 $a(MiAaPQ)EBC6956739 035 $a(Au-PeEL)EBL6956739 035 $a(CKB)21569691400041 035 $a(BIP)081483837 035 $a(NjHacI)9921569691400041 035 $a(EXLCZ)9921569691400041 100 $a20220424d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReframing Assessment to Center Equity $eTheories, Models, and Practices /$fGavin W. Henning, Gianina R. Baker, Natasha A. Jankowski, Anne E. Lundquist, Erick Montenegro 205 $aFirst edition. 210 1$aBloomfield :$cStylus Publishing, LLC,$d2022. 210 4$dİ2022. 215 $a1 online resource (386 pages) 225 0 $aRoutledge studies in innovations, organizations and technology 311 08$aPrint version: Henning, Gavin W. Reframing Assessment to Center Equity Bloomfield : Stylus Publishing, LLC,c2022 9781642672565 320 $aIncludes bibliographical references and index. 327 $aPart one : Why? -- Why the intersection of assessment and equity? -- The assessment activist -- Equity and assessment -- 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 -- Part three : How? -- Assessment in class meetings -- Culturally relevant assessment -- Centering '?ina in assessment -- Culturally responsive 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 -- Cultural awareness and praxis -- Part four : Now what? -- Leveraging technology-enabled assessment capabilities to promote equitable student outcomes -- Developing individual awareness -- An invitation to a beginning rather than the end. 330 $aThis 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 professionals 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. 606 $aStudent affairs services$zUnited States 606 $aAcademic achievement$zUnited States$xEvaluation 606 $aEducational equalization$zUnited States$xEvaluation 606 $aEducation, Higher$xSocial aspects$zUnited States 615 0$aStudent affairs services 615 0$aAcademic achievement$xEvaluation. 615 0$aEducational equalization$xEvaluation. 615 0$aEducation, Higher$xSocial aspects 676 $a371.26 700 $aHenning$b Gavin W.$01530370 701 $aBaker$b Gianina R$01530371 701 $aJankowski$b Natasha A$01530372 701 $aLundquist$b Anne E$01530373 701 $aMontenegro$b Erick$01530374 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910795888203321 996 $aReframing Assessment to Center Equity$93775411 997 $aUNINA