Duke's commitment to uphold the values of inclusive excellence aligns closely with our mission for assessment. We encourage campus partners to consider these guidelines as they formulate methods for better understanding and improving the student experience. Inclusive educational practice serves all students regardless of their backgrounds. Rigorous and ethical research and assessment should consider the reach of confounding factors of subject identity, context, and lived experience to ensure findings reflect the full range of student realities and are responsibly applied.
The following resources illustrate best and promising practices in support of inclusive excellence in assessment.
- Involving students in the assessment process
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Finney, S. J., Sundre, D. L., Swain, M.S., & Williams, L. M. (2016). The validity of value-added estimates from low-stakes testing contexts: The impact of change in test-taking motivation and test consequences. Educational Assessment.
- Turos, J. M. (2020, March). Actively engaging undergraduate students in the assessment process. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Truncale, N. P., Chalk, E. D., Pellegrino, C., & Kemmerling, J. (2018, March). Implementing a student assessment scholars program: Students engaging in continuous improvement. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Wise, S. L. & DeMars, C. E. (2005). Low examinee effort in low-stakes assessment: Problems and potential solutions. Educational Assessment,10 (1),1-17.
- Planning learning outcomes through student employment opportunities
- What is the Scholarship of Teaching & Learning (SoTL)?
- Duke Learning Networks
- Duke Learning Innovation event calendar
- Duke Office of Faculty Advancement
- Duke Faculty Affairs
- Duke Graduate School Preparing Future Faculty program
- Duke Graduate School Certificate in College Teaching
- Duke Graduate School Emerging Leaders Institute
- Banta, T. W. (Ed.). (2002). Building a scholarship of assessment. John Wiley & Sons.
- Cain, T. R. (2014, November). Assessment and academic freedom: In concert, not conflict (Occasional Paper No. 22). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment. (Occasional Paper No. 4). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Gold, L., Rhoades, G., Smith, M., & Kuh, G. (2011, May). What faculty unions say about student learning outcomes assessment. (Occasional Paper No. 9). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Racial Equity at Duke
- Centering Racial Equity Throughout Data Integration
- Truth, Racial Healing & Transformation (TRHT) AAC&U Campus Centers
- Duke’s Student Disability Access Office
- Duke Testing Center
- Inclusive assessment at Tufts University
- MacKinnon, D., & Manathunga, C. (2003). Going Global with Assessment: What to do when the dominant culture's literacy drives assessment. Higher Education Research & Development, 22(2), 131-144.
- McNair, T. B. (2020). We Hold These Truths: Dismantling Racial Hierarchies, Building Equitable Communities. Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009.
- Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender differences in student participation in an active-learning classroom. CBE—Life Sciences Education, 19(2), ar12.
- Elwood, J. (2006). Gender issues in testing and assessment. The Sage handbook of gender and education, 262-278.
- Garvey, J. C., Hart, J., Metcalfe, A. S., & Fellabaum-Toston, J. (2019). Methodological troubles with gender and sex in higher education survey research. The Review of Higher Education, 43(1), 1-24.
- Johnson, E. A., Subasic, A., Beemyn, G., Martin, C., Rankin, S., & Tubbs, N. J. (2011). Promising practices for inclusion of gender identity/gender expression in higher education. The Pennsylvania State University LGBTA.
- MacNell, L., Driscoll, A., & Hunt, A. N. (2015). What’s in a name: Exposing gender bias in student ratings of teaching. Innovative Higher Education, 40(4), 291-303.
- Seifert, T. A., Wells, R. S., Saunders, D. B., & Gopaul, B. (2013). Unrealized educational expectations a growing or diminishing gender gap? It Depends on Your Definition. Professional File. Article 134, Fall 2013. Association for Institutional Research.
- Vantieghem, W., Vermeersch, H., & Van Houtte, M. (2014). Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy. Contemporary Educational Psychology, 39(4), 369-378.
- Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
- Manathunga, C. (2009). Research as an intercultural ‘contact zone’. Discourse: Studies in the Cultural politics of Education, 30(2), 165-177.