Division of Undergraduate Education

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Browsing Division of Undergraduate Education by Author "Bandy, J."

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    Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement
    (2018) Bandy, J.; Price, Mary F.; Clayton, P. H.; Metzker, J.; Nigro, G.; Stanlick, S.; Etheridge Woodson, S.; Bartel, A.; Gale, S.
    This document is a project of reclamation and transformation, one that is both ongoing and rooted in years of dialogue within Imagining America and the work of its Assessing Practices of Public Scholarship research group (APPS). It emerges from our own experiences with assessment related to community engagement and from those of many other colleagues on campuses and in diverse communities. It is intended to bring together those who wish to reimagine assessment in light of its civic potential — to develop what we refer to as Democratically Engaged Assessment (DEA).
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    Transforming Assessment Practice Through the Lens of Democratic Engagement - handouts
    (2018) Price, Mary F.; Bandy, J.; Clayton, P.H.; Gale, S.; Metzker, J.
    Is your assessment practice value-laden, value-free or value-neutral? What role do your own value commitments play when you design learning assessments or program evaluation metrics? What impact do values have on outcomes? This session introduces an emerging framework, Democratically Engaged Assessment (DEA) that attends to these questions. DEA reimagines assessment as a cultural practice through which we can transform our universities, our communities, and ourselves. Participants will use the model to surface values inherent in our assessments and explore implications of using the framework to inform how we assess and what becomes the focus of assessment with students, faculty, staff, community partners, and institutions.
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    Transforming Assessment Practice Through the Lens of Democratic Engagement - PPT
    (2018) Price, Mary F.; Bandy, J.; Clayton, P. H.; Gale, S.; Metzker, J.
    Is your assessment practice value-laden, value-free or value-neutral? What role do your own value commitments play when you design learning assessments or program evaluation metrics? What impact do values have on outcomes? This session introduces an emerging framework, Democratically Engaged Assessment (DEA) that attends to these questions. DEA reimagines assessment as a cultural practice through which we can transform our universities, our communities, and ourselves. Participants will use the model to surface values inherent in our assessments and explore implications of using the framework to inform how we assess and what becomes the focus of assessment with students, faculty, staff, community partners, and institutions.