Equity, Diversity, and Inclusivity (EDI)
Wise practices in equity, diversity, and inclusivity constitute the necessity for assessment to be unbiased and equitable. Ensuring equitable assessment practices can be challenging but the following resources share information on how to ensure assessment is fair and robust.
Equity in Assessment
Assessment as an equity issue in higher education: comparing the perceptions of first year students, course coordinators, and academic leaders.
https://link.springer.com/article/10.1007/s13384-010-0008-2
Culturally Responsive Assessment
Entering into a new decade with an even more diversified college student population will not only require more assessment models involving students but also deeper professional development of institutional representatives key to student learning. Reflecting upon the conversations over the last three years around culturally responsive assessment and related equity and assessment discussions, this occasional paper highlights questions, insights, and future directions for the decade ahead by exploring what equitable assessment is and is not; the challenges and barriers to equitable assessment work; where the decade ahead may lead; and next steps in the conversation on equity and assessment.
Human Diversity, Assessment in Education and the Achievement of Excellence and Equity
In recent years, large scale educational assessments coupled to more localized formative assessments have served as key drivers for educational reform. However, without other crucial considerations taken into account, current assessment practices can easily serve an exclusionary function for individuals whose experiences are construed as outside the mainstream of our society. This wastes crucial human talent. To counter this, more focus should be put on assessment for learning rather than assessment of learning; and on assessment of the learning context and not just assessment of students. Moreover, educational assessments should be coupled with a schooling purpose that emphasizes more human capacity building rather than sorting and selecting. The thrust here is that it is a societal good to foster extensive, high level knowledge, skills, and abilities in intellectual, technical, and civic participation domains, for successive cohorts of the American population. And in turn, assessments should function principally to help actualize such human capital production.
Indigenizing and Decolonizing Teaching and Learning
The Centre for Teaching and Learning endures to create a teaching and learning environment and community that focuses on reconciliation with Indigenous peoples and communities.