Chris Calienes (Kingsborough Community College) and Larry Roper (Oregon State University)

Sem II-B 2109

Much of our assessment work also reflects the expectations and biases of the faculty and administrators designing and implementing assessment protocols. These traditional assessment methods can be particularly problematic when applied to innovative practices such as Learning Communities. As an example, Malnarich, Pettitt and Mino (2014) have stated that “while LCs are associated with collaborative learning, LC assessment of student learning, in keeping with assessment practices in general, elicits individual not collective responses”. The aim of this session is to explore the use of assessment as an equity strategy for learning at the level of the classroom, but also in terms of our institutions. We will discuss the implications and challenges of placing student voices at the center of our program-design and assessment work, and how these practices are related to using assessment as an equity strategy.