Assessing Diversity Issues in Instructional Technology: Strategies that Enhance Student Learning and Generate Outcomes Assessment Data

Assessing Diversity Issues in Instructional Technology: Strategies that Enhance Student Learning and Generate Outcomes Assessment Data

Virginia J. Anderson (Towson University, USA)
DOI: 10.4018/978-1-59140-741-6.ch008
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Abstract

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

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