Changing Gears in the Assessment Cycle

2022 ◽  
pp. 157-182
Author(s):  
Ben Seipel ◽  
Paul Bailey ◽  
Rachel Teasdale
Keyword(s):  
21St Century ◽  
Culturally Responsive ◽  
Assessment Tools ◽  
Assessment Framework ◽  
Comprehensive University ◽  
21St Century Learners ◽  
Using Data ◽  
Postsecondary Educators ◽  
Improve Student Learning ◽  
Careful Assessment

There is an ongoing need to prepare postsecondary educators to use not only 21st century assessment tools but also 21st andragogy/pedagogy that meets the needs of all 21st century learners. This chapter reviews those issues, reviews different aspects and approaches to assessment, and proposes an encompassing assessment framework for culturally responsive, authentic, reflective, ethical, formative, universal, and learner-focused (CAREFUL) assessment. The chapter contextualizes these approaches in faculty development (FDEV) to help “change gears” using data from a FDEV opportunity at a midsized, comprehensive university. The chapter provides several examples of CAREFUL assessment and a discussion of how FDEV can improve student learning and experiences.

scholarly journals Eco-Cultural Design Assessment Framework and Tool for Sustainable Housing Schemes

Urban Science ◽  
2020 ◽  
Vol 4 (4) ◽  
pp. 65
Author(s):  
Yahya Qtaishat ◽  
Kemi Adeyeye ◽  
Stephen Emmitt
Keyword(s):  
Design Guidelines ◽  
Assessment Tools ◽  
Building Performance ◽  
Assessment Framework ◽  
Sustainable Building ◽  
Design Assessment ◽  
Sustainable Housing ◽  
Qualitative Research Design ◽  
Cultural Design ◽  
Using Data

Assessment tools such as BREEAM and LEED are widely used to assess physical indicators of building performance from the micro- to the mesoscale. However, the built environment represents both intangible and tangible sets of indicators that should be understood within its context. Therefore, this project proposes a prototype Eco-cultural design assessment framework and tool to enhance the process of sustainable housing development that meets the residents’ socio-cultural needs whilst avoiding unwanted environmental impacts. A qualitative research design approach was adopted. The tool was developed using data derived from interviews with 81 participants from two comparative case studies of vernacular and contemporary housing in Jordan. Results showed that indicators related to wellbeing and local culture were the most discussed by participants and were associated with sustainable architecture. The tool was designed to encapsulate these findings and evaluated for its completeness and usability by 38 architects from Jordan. Results indicate that participants had positive feedback, and they deemed the tool content useful and practical for integrating Eco-cultural design indicators within architectural practice in Jordan. The research outputs are novel and significant in that they translated qualitative socio-cultural indicators into tangible design guidelines that can be effectively incorporated into existing sustainable building assessment frameworks.

Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Eric Archer ◽  
Yuqian Zhang
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Culturally Responsive ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Global Leadership ◽  
Technological Revolution ◽  
Culturally Responsive Leadership ◽  
Leadership Curriculum

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.

scholarly journals Technology as a resource: Increasing engagement in learning and developing 21st century skills

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jessica Lukey
Keyword(s):  
Student Engagement ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Devices ◽  
Research Findings ◽  
The Creation ◽  
21St Century Learners ◽  
Relationship Of ◽  
The Relationship ◽  
Future Practice

The purpose of this research study was to help inform the researcher’s future practice as a teacher on the influence of technology on young learners. The question of inquiry pertained to define how technology has initiated and increased student engagement within their learning, and through this, how technology has specifically influenced the creation of the 21st century learner. By beginning the inquiry through a literature review on the theme of technology and student engagement, the researcher was able to gain an understanding that technology is the motivator for children in developed, and even in undeveloped countries. In order to assess the relationship of technology and student engagement in learning, along with how digital devices influence the creation of 21st century learners, the researcher surveyed a variety of teacher candidates and university students to draw conclusions. From the research findings of the study, the researcher concluded that students were attracted to technology as it is a tool that is convenient in organizing information, and is efficient in making data easier to allocate. Therefore, the skills that technology imparted upon 21st century learners from the findings were allowing students to become self-directed learners, access and, evaluate information through critical thinking and solving data to become more engaged thinkers, and influencing leadership and collaboration skills.

Managing Diversity in Schools

2020 ◽  
pp. 195-210
Author(s):  
Ntasiobi Chikezie Nwankwo Igu ◽  
Francisca Ngozi Ogba ◽  
Emeka Nwinyinya
Keyword(s):  
21St Century ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
School Leaders ◽  
Human Mobility ◽  
Educational Institutions ◽  
Individual Student ◽  
Classroom Teachers ◽  
Managing Diversity ◽  
Diverse Culture

The multi-ethnic content of the 21st century population is made most manifest in the classroom settings of educational institutions as the composition of an average classroom is changing due to globalization and human mobility that have brought people of diverse culture together. The diversity content of the classrooms somewhat places enormous responsibilities on the school leaders and classroom teachers to evolve teaching practices and learning experiences that are culturally responsive to the needs of each individual student. This chapter contributes by analyzing the pedagogical principles of recognition and respect as imperative in managing the cultural individuality of learners in the classrooms.

Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

2020 ◽  
pp. 891-905
Author(s):  
Tiece Ruffin
Keyword(s):  
African American ◽  
21St Century ◽  
Culturally Responsive ◽  
Student Perception ◽  
Teacher Educator ◽  
Teacher Resistance ◽  
Predominately White ◽  
21St Century Classroom ◽  
White Institution ◽  
American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

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