Centering Learners in Assessment

View Sample PDF

Author(s): Gavin Henning (New England College, USA)and Anne E. Lundquist (Anthology, USA)
Copyright: 2021
Pages: 11
Source title: Applying Design Thinking to the Measurement of Experiential Learning
Source Author(s)/Editor(s): Adam Peck (Illinois State University, USA)and Danielle DeSawal (Indiana University, USA)
DOI: 10.4018/978-1-7998-7768-4.ch001

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

Purchase

View Centering Learners in Assessment on the publisher's website for pricing and purchasing information.

Abstract

Traditional assessment tends to be a one-size-fits-all approach to student learning that does not consider individual students nor the underlying systems of power and oppression in higher education. This chapter argues for equity-centered assessment as learner-centered assessment which eschews Western ways of knowing and not only focuses on individual learners but is also a tool for advancing equity. The authors compare and contrast traditional assessment with learner-centered assessment and describe benefits, characteristics, and strategies for implementing equity-centered assessment.

The IRMA Community

Research IRM

Centering Learners in Assessment

Purchase

Abstract

Related Content

IRMA Sponsors