Inclusive assessment for linguistically diverse learners in higher education
Inclusive assessment for linguistically diverse learners in higher education
复制标题
高等教育中语言多样化学习者的包容性评估
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Hasniza Nordin
中科院分区：
文献类型：
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作者：
A. Kaur;Mohammad Noman;Hasniza Nordin
摘要随着高等教育中的课堂变得越来越多样化，教育工作者正在强调教学和学习中的包容性实践，以适应不同学习者的需求。在评估无障碍环境、机会、相关性和参与方面，也越来越需要采取包容性办法。本研究以设计为基础，以师生合作为研究准则，设计、发展、实施及评估情境敏感评量方案，作为包容性与公平性的评量。从学生的反思和带有开放式问题的面对面访谈中获得的数据表明，尽管存在诸如潜在偏见、时间和住宿方面的挑战等问题，但这种评估做法可以在创造积极的学习环境、提高相关性和自尊以及激励和吸引学生更努力和有效学习方面做出宝贵贡献。高等教育从业者与不同的学习者的影响进行了讨论。
Abstract As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextually sensitive assessment protocol as inclusive and fair assessment. Data from students’ reflections and face-to-face interviews with open-ended questions suggested that, despite concerns such as potential bias, time and accommodation challenges, such assessment practices can make valuable contributions in creating a positive learning environment, improving relatedness and self-esteem and motivating and engaging students for better effort and effective learning. Implications for higher education practitioners with diverse learners are discussed.
复杂的感受：走向包容性教学法的连续体
影响因子：
1
作者：
Wilde A
通讯作者：
Wilde A