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Equity and formative assessment in h...

Alt, Dorit.

Equity and formative assessment in higher educationadvancing culturally responsive assessment /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Equity and formative assessment in higher educationby Dorit Alt, Nirit Raichel.
Reminder of title:	advancing culturally responsive assessment /
Author:	Alt, Dorit.
other author:	Raichel, Nirit.
Published:	Cham :Springer International Publishing :2021.
Description:	xiv, 164 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Education, HigherEvaluation.
Online resource:	https://doi.org/10.1007/978-3-030-71644-8
ISBN:	9783030716448

Equity and formative assessment in higher educationadvancing culturally responsive assessment /
Alt, Dorit.

Equity and formative assessment in higher educationadvancing culturally responsive assessment /[electronic resource] :by Dorit Alt, Nirit Raichel. - Cham :Springer International Publishing :2021. - xiv, 164 p. :ill., digital ;24 cm.

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.

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 initiatives in 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.

ISBN: 9783030716448

Standard No.: 10.1007/978-3-030-71644-8doiSubjects--Topical Terms:

291512
Education, Higher
--Evaluation.

LC Class. No.: LB2331.62

Dewey Class. No.: 378.0072

Equity and formative assessment in higher educationadvancing culturally responsive assessment /
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505 0 $a 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.
520 $a 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 initiatives in 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.
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