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ERIC Number: EJ1193248
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-0579
Teaching Assessment: Preparing Our Colleagues through Graduate Education
Ballysingh, Tracy Arámbula; Hernández, Ignacio; Zerquera, Desiree
New Directions for Institutional Research, n177 p87-104 Spr 2018
This chapter provides a framework for grounding social justice principles at the center of learning in higher education program assessment and evaluation courses. Pedagogical reflections are drawn from the classroom experiences of three faculty of color who represent diverse institutional, programmatic, and geographic contexts. Their advanced framework incorporates theories of experiential learning, critical pedagogy, and problems of practice. It further explains how these notions might converge to foster a social justice-centered approach to graduate instruction of assessment and evaluation for higher education and student affairs. The authors incorporate excerpts from course syllabi and lesson plans to demonstrate how this framework better integrates social justice principles with the practice of assessment; two concepts commonly treated as separate pedagogical entities. This chapter will inform faculty in higher education and student affairs graduate programs, institutional researchers, and practitioners committed to advancing assessment practices that embrace social justice as a core value in higher education.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A