Making a Grand Contribution: Professional Development Resources for Leveraging Assessment Data to Advance Equity
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| Title: | Making a Grand Contribution: Professional Development Resources for Leveraging Assessment Data to Advance Equity |
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| Language: | English |
| Authors: | Ciji A. Heiser, Julene L. Jones, Glenn Allen Phillips |
| Source: | Assessment Update. 2024 36(1):11-11. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Equal Education, Educational Assessment, Professional Development, Educational Resources, Program Design, Data Use, Data Collection, Data Analysis, Evaluators |
| DOI: | 10.1002/au.30381 |
| ISSN: | 1041-6099 1536-0725 |
| Abstract: | Institutions of higher education are asked to consider how their work can advance equity in institutional outcomes. Assessment, too, has been asked to consider the ways in which traditional student assessment "privileges and validates certain types of learning and evidence of learning over others" (Montenegro and Jankowski 2017, p. 5). As part of the Grand Challenges in Assessment project (Singer-Freeman and Robinson 2020), the authors have begun to identify ways to foster more equitable assessment nationally and at individual institutions (Heiser and Milligan 2021). Professional development for faculty, assessment professionals, administrators, and graduate students opens the doors to more equitable work in this area by providing context, concrete resources, applications, and case studies of practice. The Grand Challenges Equity Implementation Team is currently curating a list of professional development options related to collecting and using assessment findings to increase equity. They are organizing the resources around core components of the assessment process: program design theory, program outcomes, assessment design, data collection, data analysis, use of results, and documentation of findings. In this article, the authors share a summary of the resources and share recommendations for how to leverage these resources at an institution. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1411490 |
| Database: | ERIC |
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| Abstract: | Institutions of higher education are asked to consider how their work can advance equity in institutional outcomes. Assessment, too, has been asked to consider the ways in which traditional student assessment "privileges and validates certain types of learning and evidence of learning over others" (Montenegro and Jankowski 2017, p. 5). As part of the Grand Challenges in Assessment project (Singer-Freeman and Robinson 2020), the authors have begun to identify ways to foster more equitable assessment nationally and at individual institutions (Heiser and Milligan 2021). Professional development for faculty, assessment professionals, administrators, and graduate students opens the doors to more equitable work in this area by providing context, concrete resources, applications, and case studies of practice. The Grand Challenges Equity Implementation Team is currently curating a list of professional development options related to collecting and using assessment findings to increase equity. They are organizing the resources around core components of the assessment process: program design theory, program outcomes, assessment design, data collection, data analysis, use of results, and documentation of findings. In this article, the authors share a summary of the resources and share recommendations for how to leverage these resources at an institution. |
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| ISSN: | 1041-6099 1536-0725 |
| DOI: | 10.1002/au.30381 |
