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The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 1-14 ; 23380683 ; 2087-345X (2022)
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| 82 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 83 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 84 |
The Impact of the Learner’s Meta-ability Changes on Interpersonal Relations with Teachers under COVID-19: A Lens of Computer-mediated Communication
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| 85 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 86 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 87 |
Video Communication: Explorations of Community and Connectedness, and Closeness in Online Courses
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In: Boise State University Theses and Dissertations (2021)
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| 88 |
The Paradox of /ˈnɪɡə/: Ex·cite·able Acts, Ex·cess·able Moments
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| 89 |
A Polite and Respectful Acceptance —— Implicit Function of Refusal in Chinese from Pedagogical Perspective
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 90 |
Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
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| 91 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 92 |
Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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Abstract:
Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students. Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness. In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level. We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats. Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices. Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness. Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback. Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study. I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter). At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied. However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers. Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance. Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance. This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid. This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives.
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Keyword:
College students--Ability testing; Education; Educational evaluation; Educational tests and measurements; Higher; Social classes; Working class--Education (Higher)
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URL: https://doi.org/10.7916/hs1j-st36
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| 93 |
Tapping into Students' Culturally Informed Prior Knowledge: A Study of Four Instructors Teaching Undergraduate Biology
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| 94 |
Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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| 95 |
“If I’d Heard That Earlier, It Would Have Changed My Academic Experience”: Connections Between Language Brokering and Undergraduate Academic Writing
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| 96 |
“Going Global” at Home: International Branch Campuses, Im/Mobilities, and the Tensions of Class and Language
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| 98 |
Technology in the Classroom: The Affordances of Web 2.0 Applications to Enhance Social Connections in STEM Courses
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Leo, Michael. - : eScholarship, University of California, 2021
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| 99 |
Promised Land: Reimagining Historically Black Colleges and Universities as Sites of Black Reproductive Justice
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| 100 |
Class and Race in The College Classroom: Faculty interactions and student learning among racially diverse poor and working-class collegians
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