[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-152426-en":3,"doc-seo-152426-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},152426,687208528416,"Cipher","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Research & Report","MONTENEGRO DISSERTATION - 2020 - Incubating Equity","This dissertation examines what motivates and sustains equity-minded assessment practice within higher education contexts. Guided by Montenegro and Jankowski’s (2020) equity-minded assessment model, the study uses a critical multiple case study design across two Hispanic-Serving Institutions. Interviews were conducted with 37 participants engaged in equity-minded assessment. Findings are presented by case, then integrated through cross-case themes: Grassroots Assessment, Intentional Assessment, Mission Empowered Assessment, and Student-Focused Assessment.","INCUBATING EQUITY:  \nTHE DRIVERS AND SUPPORTS THAT PROMOTE EQUITY-MINDED ASSESSMENT PRAXIS AT TWO HISPANIC-SERVING INSTITUTIONS  \nBY  \nERICK MONTENEGRO  \nDISSERTATION  \nSubmitted in partial fulfillment of the requirements  \nfor the degree of Doctor of Philosophy in Education Policy, Organization and Leadership  \nwith a concentration in Higher Education  \nin the Graduate College of the  \nUniversity of Illinois at Urbana-Champaign, 2020  \nUrbana, Illinois  \nDoctoral Committee:  \nProfessor William T. Trent, Chair  \nResearch Associate Professor Natasha A. Jankowski, Director of Research  \nProfessor Eboni M. Zamani-Gallaher  \nChancellor’s Professor Emeritus George D. Kuh, Indiana University  \nAbstract  \nIn 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 important understanding about 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 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 which 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.  \nPara mi mamá, Eva. Sin usted—sin sufuerza y su ejemplo—nada de esto sería posible. Graciaspor su sacrificio. Graciaspor su amor.  \nAcknowledgements  \nA person’s success—whether large or small—is seldom due only to that individual and that individual alone. I extend my sincere and humble gratitude to those who motivated me, empowered me, listened, and enlightened me throughout this endeavor.  \nTo my committee, thank you for going on this journey with me. Dr. Trent, you inspire me everytime you share your wisdom. You are the spirit of this program, and it has been an absolute honor to work with you throughout my graduate studies. Dr. Jankowski, your mentorship was my compass. Thank you for giving me a chance to find my way, for continuously supporting me, for challenging me, and giving me the tools I needed to succeed. Dr. ZG, I deeply appreciate you for always being approachable, real, and reminding me that there is always room in this work for me to be myself while also being on top of my game. The example you set is invaluable for people like me. Dr. Kuh, you have not only been influential to me through your scholarship, but also through your leadership. It has been an honor to work closely with you in recent years and grow from both your feedback and example. I thank my entire committee for making me a better scholar.  \nTo the University of Illinois, thank you for housing my mind, dreams, and future while I earned three degrees. For becoming my home away from home, thank you for all ofthe opportunities you have given me to be successful. To the College of Education, thank you for the nurturing environment,","cbCaioIOhfCPjj0P","https://ap.wps.com/l/cbCaioIOhfCPjj0P","pdf",1210821,1,296,"English","en",105,"# Chapter I: Introduction\n## Background\n## Statement of the Problem\n## Purpose of the Study\n## Significance of the Study\n## Definition of Terms\n## Limitations\n## Assumptions\n## Summary\n# Chapter II: Review of Literature\n## Equity-Mindedness\n## Conceptual Framework\n## Critical Review","[{\"question\":\"What is the central focus of the dissertation?\",\"answer\":\"The dissertation investigates what motivates equity-minded assessment and what supports make it sustainable and able to grow in higher education contexts.\"},{\"question\":\"How is the study designed and what data were collected?\",\"answer\":\"It uses a critical multiple case study approach and draws on interviews with 37 participants actively engaged in equity-minded assessment across two Hispanic-Serving Institutions.\"},{\"question\":\"What cross-case themes help explain equity-minded assessment?\",\"answer\":\"Across both cases, four themes are used to understand motivators and supports: Grassroots Assessment, Intentional Assessment, Mission Empowered Assessment, and Student-Focused Assessment.\"}]","MONTENEGRO DISSERTATION - 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