Incubating equity: The drivers and supports that promote equity-minded assessment praxis at two Hispanic-Serving Institutions

Montenegro, Erick

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https://hdl.handle.net/2142/109603 Copy

Description

Title

Incubating equity: The drivers and supports that promote equity-minded assessment praxis at two Hispanic-Serving Institutions

Author(s)

Montenegro, Erick

Issue Date

2020-11-30

Director of Research (if dissertation) or Advisor (if thesis)

Jankowski, Natasha A.

Doctoral Committee Chair(s)

Trent, William T.

Committee Member(s)

• Kuh, George D.
• Zamani-Gallaher, Eboni M.

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

Assessment, Equity, Case Study, Hispanic-Serving Institutions (HSI), Commuter Students, Equity-Minded,

Abstract

In 2017, the field of assessment developed an equity consciousness. While equitable assessment practices were already happening in pockets of higher education before then, the field began to expand these conversations more widely. Since then, assessment practitioners have been more actively discussing equitable assessment practices and using assessment data to explore and address inequities. However, the field still lacks an important understanding of the contexts within which equity-minded assessment thrives. What motivates this approach to assessment? What supports equity-minded assessment so that it can become sustainable and grow? What role should diverse learners have in an equity-minded assessment? Using Montenegro and Jankowski’s (2020) equity-minded assessment model as a conceptual framework, this study uses a critical multiple case study research design to explore these questions. Interviews were conducted with 37 participants actively engaged in equity-minded assessment across two Hispanic-Serving Institutions. Findings are presented first within each case by providing an overview of the larger institutional context and then offering the focused case context within which equity-minded assessment occurs. Two themes that are distinctive to each case are discussed. Finally, four themes across both cases—Grassroots Assessment, Intentional Assessment, Mission Empowered Assessment, and Student-Focused Assessment—help understand what type of motivators drive equity-minded assessment to take place in the first place, what types of supports help equity-minded assessment grow, and the role of students in the assessment process.

Graduation Semester

2020-12

Type of Resource

Thesis

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http://hdl.handle.net/2142/109603

Copyright and License Information

Copyright 2020 Erick Montenegro

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