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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...10 Hits 1 – 20 of 195 1 Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses Cabrera, Alvaro Andres. - 2021 Abstract: Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students. Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness. In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level. We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats. Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices. Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness. Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback. Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study. I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter). At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied. However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers. Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance. Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance. This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid. This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives. Keyword: College students--Ability testing; Education; Educational evaluation; Educational tests and measurements; Higher; Social classes; Working class--Education (Higher) URL: https://doi.org/10.7916/hs1j-st36 BASE Hide details 2 Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ... Browning, Adam. - : Werklund School of Education, 2021 BASE Show details 3 Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ... Kunnel, Johnson. - : Werklund School of Education, 2021 BASE Show details 4 Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie Loignon, Guillaume. - 2021 BASE Show details 5 Exploring Trajectories of Language Development in Children with Autism Spectrum Disorder Across Multiple Measures ... Hart, Chelsie Miko. - : Arts, 2020 BASE Show details 6 The Sounds of Writing: Students' Perception of their Writing Histories and their Effect on Current Dispositions toward Writing ... Varela, Bernadette R.. - : Columbia University, 2020 BASE Show details 7 Student engagement using multiple-attempt 'Weekly Participation Task' quizzes with undergraduate nursing students Hughes, Mitch (R18800); Salamonson, Yenna (R8521); Metcalfe, Lauren-Leigh (R17426). - : U.K., Elsevier, 2020 BASE Show details 8 An Examination of Special Education Instructional Programs for English Learners in New York City Schools Mathieu, Lorna. - 2019 BASE Show details 9 Acculturation Experiences of Asian Indian Immigrant Math and Science Teachers in a K-12 Urban School District in Ohio Sharma-Chopra, Loveleen In: ETD Archive (2019) BASE Show details 10 African American Vernacular English and the Achievement Gap: How Teacher Perception Impacts Instruction and Student Motivation Salih, Suweeyah S. In: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1564758333725021 (2019) BASE Show details 11 ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO SHARMA-CHOPRA, LOVELEEN, PhD In: http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794 (2019) BASE Show details 12 An Examination of Special Education Instructional Programs for English Learners in New York City Schools ... Mathieu, Lorna. - : Columbia University, 2019 BASE Show details 13 Pedagogy, curriculum and assessment : multimodal practices that engage students with and in learning Zammit, Katina (R8893). - : U.S., Routledge, 2019 BASE Show details 14 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Stabler-Havener, Michelle L.. - 2018 BASE Show details 15 Comparative Use of the Ages and Stages Questionnaires in Low‐ and Middle‐Income Countries Small, Jason W.; Hix-Small, Hollie; Vargas-Baron, Emily... In: Special Education Faculty Publications and Presentations (2018) BASE Show details 16 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ... Stabler-Havener, Michelle L.. - : Columbia University, 2018 BASE Show details 17 Expérimentation de la cartographie conceptuelle comme dispositif de collecte de données en vue de l’évaluation des apprentissages Morin, Maxim. - 2018 BASE Show details 18 Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration Arias De Los Santos, Angel Manuel. - 2018 BASE Show details 19 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Michelle L. Stabler-Havener In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 1-22 (2018) (2018) BASE Show details 20 The figured worlds of high school science teachers : uncovering three-dimensional assessment decisions Ewald, Megan. - : Northern Illinois University, 2017 BASE Show details Page: 1 2 3 4 5...10

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