Bias-aware teaching, learning and assessment / / Donna Hurford, Andrew Read

• Autore: Hurford Donna
• Pubblicazione: England : , : Critical Publishing, , [2022]; ©2022
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (102 pages)
• Disciplina: 378
• Soggetto topico: College teaching
• Persona (resp. second.): ReadAndrew
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover -- Half Title -- Acknowledgements -- Title Page -- Copyright Page -- Contents -- Meet the authors and series editors -- Book summary -- Chapter 1 Introduction -- Why this book? -- Why write it collaboratively and why us? -- Who is this book for? -- Why coaching dialogues and why this structure? -- What is this book about? -- A note on terminology -- A note on our approach to referencing -- Critical questions for practice -- Summary -- Useful texts -- Chapter 2 Interactions -- Introduction -- Theoretical background -- Interaction -- Example 2.1 -- Example 2.2 -- Types of bias -- Law of the instrument -- Explicit stereotyping -- Bias blind spot -- The IKEA effect -- Confirmation bias -- Using dialogue to identify bias in interaction -- The dialogue: context and structure -- Unpacking the dialogue -- Critical issues -- Strategies to address biases in interactions -- 'What do you mean? I don't understand' -- 'I don't want to ask simple questions in case everyone thinks I'm stupid' -- 'I prefer to work with my friends, other students' English isn't so good' -- Example 2.3 -- 'I can see some students don't interact much during group work' -- Example 2.4 -- 'When I meet someone new, I pause and try flipping my perceptions' -- Universal Design for Learning -- Critical questions for practice -- Summary -- Useful texts -- Chapter 3 Course design and content -- Introduction -- Theoretical background -- Example 3.1 -- Types of bias -- Status quo educational bias -- Authority bias -- Critical issues -- Using dialogue to identify bias in course design -- The dialogue: context and structure -- Unpacking the dialogue -- Strategies to address biases in course design and content -- Checklists -- Decolonising the curriculum -- Universal Design -- Student consultation partnership -- Example 3.2 -- A connected curriculum. ; Interdisciplinary approaches: time to rethink -- Critical questions for practice -- Summary -- Useful texts -- Chapter 4 Learning activities -- Introduction -- Theoretical background -- Group work: sameness or novelty? -- Example 4.1 -- Types of bias -- Using dialogue to identify bias in interaction -- The dialogue: context and structure -- Unpacking the dialogue -- Example 4.2 -- Example 4.3 -- Critical issues -- Strategies to address biases in learning activities -- How can students optimise their learning through learning activities? -- Should we always share LOs? -- What's the purpose of a learning activity - the learning process or the learning activity's product? -- How can learning activities offer ways to develop graduate skills and competencies? -- How can learning activities help challenge stereotypes? -- How can learning activities support threshold concepts? -- What if students are responsible for resourcing learning activities? -- Critical questions for practice -- Summary -- Useful texts -- Chapter 5 Assessment -- Introduction -- Theoretical background -- Critical issues -- Types of bias -- The curse of knowledge -- Functional fixedness -- Confirmation bias -- Using dialogue to identify bias in approaches to assessment -- The dialogue: context and structure -- Unpacking the dialogue -- Strategies to address biases in assessment -- Designing course assessment -- Choosing the fairest assessment method -- Example 5.1 -- Clarifying and practising assessment expectations -- Critical issues -- When marking written assignments -- Using checklists or rubrics when marking written assignments -- When assessing through presentations and oral exams -- Example 5.2 -- When assessing group assignments -- When assessing portfolios -- Marking under pressure -- Co-assessing with internal or external examiners -- Critical questions for practice -- Summary. ; Useful texts -- Chapter 6 Structural and institutional biases -- Introduction -- Theoretical background -- Example 6.1 -- Types of bias -- Using dialogue to identify structural and institutional bias -- Dialogue: context and structure -- Unpacking the dialogue -- Critical issues -- Critical issues -- Critical issues -- Example 6.2 -- Strategies to address structural and institutional biases -- Cross-faculty marking dialogues -- Closing the attainment gap -- Bias and artificial intelligence -- Call for HEIs to take the lead addressing bias -- Critical questions for practice -- Summary -- Useful texts -- Chapter 7 Addressing interconnecting biases -- Types of bias -- Using dialogue to identify a web of biases -- Dialogue: context and structure -- Dialogue as a tool to address multiple challenges -- Unpacking the dialogue -- Strategies to address interconnecting biases -- At an individual level -- At a team level -- At an institutional level -- Concluding remarks -- Critical questions for practice -- Summary -- Useful links -- References -- Index.
• Sommario/riassunto: With the spotlight on diversity and inclusion, this book offers university teachers informed and practical strategies for raising awareness of bias in teaching, learning and assessment practices and provides approaches to eliminate, limit and mitigate the negative effects of bias on university students.
• Titolo autorizzato: Bias-aware teaching, learning and assessment
• ISBN: 1-914171-90-X
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910827650903321
• Lo trovi qui: Univ. Federico II
• Serie: Critical Practice in Higher Education