Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning

  • 14h 33m
  • Eleni Meletiadou
  • IGI Global
  • 2022

Inclusivity is a crucial factor in assessment design as fair assessment must reflect the needs of a diverse student body. Assessment practices should also be culturally inclusive and supportive to all students while considering the needs of learners with disabilities and specific learning difficulties. Educational institutions worldwide are adopting a range of principles, using a variety of assessment methods, and developing assessment literacy. All these issues must be considered when researching inclusive assessment practices and policies.

The Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning discusses the needs of learners of any context, background, and culture. This book strives to promote the importance of global inclusive assessment and teaching, giving an understanding to educators and faculty of the negative effect uniform assessment and teaching strategies have on a diverse body of students. Covering topics such as equitable design, ethnic preferential policies, and multilingual perspectives, this book provides an indispensable resource for researchers, practitioners, educators, teacher educators, policymakers, administrators, program planners, educational managers, educational leaders, professors, and academicians.

About the Author

Eleni Meletiadou is Senior Lecturer in Business and Management at London Metropolitan University Guidlhall School of Business and Law, UK. Her research interests include language assessment, writing, blended learning, diversity, inclusion, and multilingualism.

In this Book

  • The use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions—Enhancing Student Writing Skills and Motivation
  • Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education—The Use of Self-Assessment as an Inclusive Practice
  • Exploring Strategies to Strengthen Re-Engagement through Second Chance Education for Early School Leavers—A Descriptive Qualitative Study
  • The Evolution of Ethnic Preferential Policies in the 21st Century—The Redistribution of Cultural Capital
  • Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers
  • Equitable and Inclusive (Classroom-Based) Foreign Language Assessment Using Universal Design for Learning
  • Equitable Design and Assessment—Exploring Multilingual Perspectives and Bakhtin's Dialogism in English Writing Pedagogy
  • Changing Gears in the Assessment Cycle—Preparing for Gradual yet Substantial Shifts
  • Inclusive Host Language Teaching—Official Texts for Migrant and Refugee People
  • Assessing Pragmatic Skills in Speech Act Production and Perception
  • Management Education at Tier 2 Business Schools in India—Challenges and Scope
  • Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants' Knowledge in Science and Mathematics—The Augmented Assessment Approach
  • Inclusive Teaching and Learning—Starting in the Mind
  • Reflection and Learning Conversations in the Sociology Classroom—A Discussion of the Role of Reflection as a Strategy to Promote High Performance Learning
  • Alternative Evaluation as a Means of Inclusion—The Case of the Public Greek Educational System
  • Computerized Dynamic Assessment as a Potential Inclusive Assessment Tool for Reading Comprehension
  • An Inclusive Teaching Program from the Socio-Intercultural Entrepreneurship Approach—A Case on a Postgraduate Program in Economics and International Business
  • Promoting Inclusivity Through a Culturally Responsive Approach to Classroom Assessment Practices
  • Translanguaging as a Pedagogical Practice for Successful Inclusion in Linguistically and Culturally Diverse Classrooms
  • Inclusive Assessment Methods for a Heterogeneous Group—Appropriate Testing in the Heritage Language Classroom
  • Self-Care Skills of Children with Pervasive Developmental Disorders—Use of Assistive Tools
  • Enhancing Inclusive Teaching and Learning via University Courses Built on Needs Analysis
  • Compilation of References
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