Academic & Cognitive Skills
University of Illinois Esteemed Staff and Associates of the National Institute for Learning Assessment, Director and Research Assistant Professor Natasha Janowski and Research Analyst Erick Montenegro collaborated their research and experience and coauthored the National Institute for Learning Outcomes Assessment 2017 editorial Equity and Assessment: Moving Towards Culturally Responsive Assessment; Montenegro, E., & Jankowski emphasize “that for assessment to meet the goal of improving student learning and authentically document what students know and can do, a culturally responsive approach to assessment is needed. In terms of assessing student learning, the field has been largely quiet when it comes to issues of equity. Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong in higher education. For equity gaps to be addressed, an entire institution needs to explore the combination of solutions and supports needed for students to be successful of which assessment is one.”
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There are two types of assessments that benefit learners: formative and summative assessments.
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When considering assessments for your learners, there are three main characteristics that will result in increased student comfort and performance:
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choice
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personalization
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variety
When administering assessments, it is important to consider needed student accommodations. Click the buttons below to view helpful resources and research for common assessment accommodations.
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