Assessing Our Commitment to Providing a Multicultural Learning Experience

Higbee, Jeanne L.; Miksch, Karen L.; Jehangir, Rashné R.; Lundell, Dana Britt; Bruch, Patrick L; Jiang, Fang

doi:10.1080/10790195.2004.10850162

Cited by 7 publications

(4 citation statements)

References 3 publications

(7 reference statements)

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“…This comparison could help higher education officials and researchers learn more about the assessment practices used by higher education institutes to assess students' learning. Moreover, the results of this study could also help educators at educational institutes to use multiple culturally sensitive techniques to assess students' learning as suggested by Higbee et al (2004). Also, reviewing the literature about assessing students' learning outcomes in higher education demonstrates the lack of cross-cultural study of this important topic in higher education.…”

Section: Research Objectivesmentioning

confidence: 94%

A cross-cultural study of students’ perceptions of assessment practices in higher education

Alquraan

2014

Education, Business and Society: Contemporary Middle Eastern Issues

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Purpose – This study aims to utilized the item response theory (IRT) rating scale model to analyze students’ perceptions of assessment practices in two universities: one in Jordan and the other in the USA. The sample of the study consisted of 506 university students selected from both universities. Results show that the two universities still focus on paper-pencil testing to assess students’ learning outcomes. The study recommends that higher education institutes should encourage their teachers to use different assessment methods to assess students’ learning outcomes. Design/methodology/approach – The convenience sample consisted of 506 selected university students from the USA and Jordan, and participants were distributed according to their educational levels, thus: 83 freshmen, 139 sophomores, 157 juniors and 59 seniors. (Note: some students from both universities did not report their gender and/or their educational level). The USA university sample consisted of 219 students from three colleges at a major university in the southeast of the USA studying for arts and sciences, education and commerce and business qualifications, of whom 43 were males and 173 were females. The study used the Students Perception of Assessment Practices Inventory developed by Alquraan (2007), and for the purpose of this study, the RUMM2020 program was used for its rating scale model. Findings – Both universities, in Jordan and the USA, still focus more on the developmental (construction of assessment tasks), organizational and planning aspects of assessment processes than they do on assessments of learning and assessment methods (traditional and new assessment methods). The assessment practices that are used frequently in both universities based on the teachers sampled are: “(I27) I know what to study for the test in this class”, “(I6) Teacher provides a good environment during test administration” and “(I21) My teacher avoids interrupting students as they are taking tests”. This indicates that teachers in the selected universities have a tendency to focus on the administrative and communicative aspects of assessment (e.g. providing a good environment during test administration) more than on using different assessment methods (e.g. portfolios, new technology, computers, peer and self-assessment) or even using assessment practices that help students learn in different ways (e.g. assessing students’ prior knowledge and providing written feedback on the graded tests). Originality/value – This is a cross-cultural study focus assessment of students learning in higher education.

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Section: Research Objectivesmentioning

confidence: 94%

A cross-cultural study of students’ perceptions of assessment practices in higher education

Alquraan

2014

Education, Business and Society: Contemporary Middle Eastern Issues

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“…The MCCbegan adapting Banks et als Diversity Within Unity, a checklist for assessing the integration of multicultural perspectives in elementary through secondary educational settings developed by the Center for Multicultural Education at the University of Washington, for use in postsecondary settings; the MCC then piloted its new questionnaire for GC faculty, staff, and administrators in February 2002 (Bruch, Jehangir, Lundell, Higbee, & Miksch, 2005;Higbee, Miksch, Jehangir, Lundell, Bruch, & Jiang, 2004). Although means exceeded 4 on as-point Likerttype scale for many of the items, notable exceptions included items regarding (a) professional development opportunities related to diversity and multiculturalism, with means ranging from 3.58 to 3.82; (b) using diverse teaching methods and addressing cultural heritage, with means ranging from 3.50 to 3.90; and (c) assessment, with means ranging from 2.82 to 3.86 .…”

Section: Building On Previous Researchmentioning

confidence: 99%

Pedagogy of Inclusion: Integrated Multicultural Instructional Design

Higbee

Schultz

Goff

2010

Journal of College Reading and Learning

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“…Meanwhile, IMID also builds on the Multicultural Awareness Project for Institutional Transformation (Miksch et al, 2003) and previous research related to how we assess our commitment to multiculturalism (Bruch, Higbee, & Siaka, 2007;Bruch, Jehangir, Lundell, Higbee, & Miksch, 2005;Higbee, Duranczyk, & Ghere, 2008;Higbee, Miksch, Jehangir, Lundell, Bruch, & Jiang, 2004;Higbee, Siaka, & Bruch, 2007a, 2007b. This series of research projects had found that educators with a high level of commitment to diversity and multiculturalism still sought professional development in how to articulate that commitment in practice, and, furthermore, that students also believed that well-intentioned faculty still needed more education in responding to cultural differences.…”

Section: Building Upon Previous Theoretical Perspectives and Instructional Modelsmentioning

confidence: 99%

Promoting Retention through the Implementation of Integrated Multicultural Instructional Design

Higbee

Goff

Schultz

2012

Journal of College Student Retention: Research, Theory & Pr

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This article introduces the guiding principles of integrated multicultural instructional design (IMID), a new pedagogical model created to promote retention by addressing multicultural perspectives and social justice issues across the curriculum. To illustrate the model, specific strategies for implementing IMID in a content-based, writing-intensive freshman seminar are described and a template for course evaluation is provided. The article concludes with students' perceptions of the faculty member's efforts to create an inclusive learning environment in the freshman seminar.

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Assessing Our Commitment to Providing a Multicultural Learning Experience

Cited by 7 publications

References 3 publications

A cross-cultural study of students’ perceptions of assessment practices in higher education

A cross-cultural study of students’ perceptions of assessment practices in higher education

Pedagogy of Inclusion: Integrated Multicultural Instructional Design

Promoting Retention through the Implementation of Integrated Multicultural Instructional Design

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