Assessing Learners from Diverse Backgrounds: A Literature Review of Current and Future Practices in K-12 and Higher Education
PROCEEDING
Kelly Torres, Aubrey Statti, Jessica Evans, Ileana Torres, The Chicago School of Professional Psychology, United States
Global Learn, in Princeton-Mercer, New Jersey ISBN 978-1-939797-43-8 Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
In order to provide effective, sound, and equitable educational opportunities for students, there is a continual growing need for accountability, standard-based reforms, and educational assessment measures throughout the United States, United Kingdom, and across the globe. Assessment measures must consider not only numerical data and program policies, but also the role of student culture, socio-economic status, gender, and educational capabilities throughout the research methodologies selected to assess student and program performance. This proposed presentation will seek to provide an overview of international measures currently conducted in both K-12 and higher education levels that regard the importance of student diversity in teaching, learning, and motivation.
Citation
Torres, K., Statti, A., Evans, J. & Torres, I. (2019). Assessing Learners from Diverse Backgrounds: A Literature Review of Current and Future Practices in K-12 and Higher Education. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 57-59). Princeton-Mercer, New Jersey: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/210289/.
© 2019 Association for the Advancement of Computing in Education (AACE)
Slides
- presentation_3103_55080.pptx (Access with Subscription)
- Global Learn 2019_Assessing Learners from Diverse Backgrounds.pptx (Access with Subscription)