Assessment for Inclusion in Higher Education
portes grátis
Assessment for Inclusion in Higher Education
Promoting Equity and Social Justice in Assessment
Tai, Joanna; Ajjawi, Rola; Jorre de St Jorre, Trina; Boud, David
Taylor & Francis Ltd
12/2022
246
Dura
Inglês
9781032275031
15 a 20 dias
639
Descrição não disponível.
Introduction. Section 1: Macro contexts of assessment for inclusion: societal and cultural perspectives 1. Promoting equity and social justice through assessment for inclusion 2. Reflections on assessment for social justice and assessment for inclusion 3. Why crip assessment? Critical disability studies theories to advance assessment for inclusion 4. Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational 5. What can decolonisation of curriculum tell us about inclusive assessment? 6. Inclusive assessment, exclusive academy 7. Ontological assessment decisions in teaching and learning Section 2: Meso contexts of assessment for inclusion: institutional and community perspectives 8. Inclusive assessment: Recognising difference through communities of praxis 9. Inclusive assessment and Australian higher education policy 10. Inclusion, cheating and academic integrity: validity as a goal and a mediating concept 11. Student equity in the age of AI-enabled assessment: Towards a politics of inclusion 12. Opportunities and limitations of accommodations and accessibility in higher education assessment 13. More than assessment task design: promoting equity for students from low socio-economic status backgrounds 14. Assessing employability skills: How are current assessment practices 'fair' for international students? Section 3: Micro contexts of assessment for inclusion: educators, students and interpersonal perspectives 15. How do we assess for 'success'? Challenging assumptions of success in the pursuit of inclusive assessment 16. Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia 17. Normalising alternative assessment approaches for inclusion 18. Student choice of assessment methods: How can this approach become more mainstream and equitable? 19. "How to look at it differently": negotiating more inclusive assessment design with student partners 20. Addressing inequity: Students' recommendations on how to make assessment more inclusive End Section Moving forward: mainstreaming assessment for inclusion in curricula
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Assessment;Social Justice;Global;Change;Transform;Rola Ajjawi;Success;International Students;Higher Education Standards Framework;Low Socio-economic Status Backgrounds;RPL;Australian Higher Education Policy;Inclusive Assessment;Face To Face;Assessment Design;Universal Design;Inclusive Assessment Practices;Higher Education;Chronic;Wo;Assessment Tasks;Ethical Reflexivity;Current Assessment Practices;USA;Follow;Critical Disability Studies;Student Engagement;Critical Disability Theories;Minority Ethnic;RPL Process;Mature Age Students;Assessment Accommodations;Widening Participation Initiatives
Introduction. Section 1: Macro contexts of assessment for inclusion: societal and cultural perspectives 1. Promoting equity and social justice through assessment for inclusion 2. Reflections on assessment for social justice and assessment for inclusion 3. Why crip assessment? Critical disability studies theories to advance assessment for inclusion 4. Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational 5. What can decolonisation of curriculum tell us about inclusive assessment? 6. Inclusive assessment, exclusive academy 7. Ontological assessment decisions in teaching and learning Section 2: Meso contexts of assessment for inclusion: institutional and community perspectives 8. Inclusive assessment: Recognising difference through communities of praxis 9. Inclusive assessment and Australian higher education policy 10. Inclusion, cheating and academic integrity: validity as a goal and a mediating concept 11. Student equity in the age of AI-enabled assessment: Towards a politics of inclusion 12. Opportunities and limitations of accommodations and accessibility in higher education assessment 13. More than assessment task design: promoting equity for students from low socio-economic status backgrounds 14. Assessing employability skills: How are current assessment practices 'fair' for international students? Section 3: Micro contexts of assessment for inclusion: educators, students and interpersonal perspectives 15. How do we assess for 'success'? Challenging assumptions of success in the pursuit of inclusive assessment 16. Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia 17. Normalising alternative assessment approaches for inclusion 18. Student choice of assessment methods: How can this approach become more mainstream and equitable? 19. "How to look at it differently": negotiating more inclusive assessment design with student partners 20. Addressing inequity: Students' recommendations on how to make assessment more inclusive End Section Moving forward: mainstreaming assessment for inclusion in curricula
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Assessment;Social Justice;Global;Change;Transform;Rola Ajjawi;Success;International Students;Higher Education Standards Framework;Low Socio-economic Status Backgrounds;RPL;Australian Higher Education Policy;Inclusive Assessment;Face To Face;Assessment Design;Universal Design;Inclusive Assessment Practices;Higher Education;Chronic;Wo;Assessment Tasks;Ethical Reflexivity;Current Assessment Practices;USA;Follow;Critical Disability Studies;Student Engagement;Critical Disability Theories;Minority Ethnic;RPL Process;Mature Age Students;Assessment Accommodations;Widening Participation Initiatives
