{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/109603"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/109603","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Incubating equity: The drivers and supports that promote equity-minded assessment praxis at two Hispanic-Serving Institutions","abstract":"In 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 an important understanding of 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 an 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 that 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.","abstract_html":"In 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 an important understanding of 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 an 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 that 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.","abstract_has_math":false,"creators":["Montenegro, Erick"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Jankowski, Natasha A.","Trent, William T.","Kuh, George D.","Zamani-Gallaher, Eboni M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-05T21:45:38Z","date_published":"2021-03-05T21:45:38Z","updated_at":"2026-07-22T22:24:50Z","subjects":["Assessment, Equity, Case Study, Hispanic-Serving Institutions (HSI), Commuter Students, Equity-Minded,"],"languages":["en"],"rights":["Copyright 2020 Erick Montenegro"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/109603","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jankowski, Natasha A.","Trent, William T.","Kuh, George D.","Zamani-Gallaher, Eboni M."]},{"key":"dc:creator","label":"Author","values":["Montenegro, Erick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-03-05T21:45:38Z","2023-03-05T21:47:41Z","2020-11-30","2020-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment, Equity, Case Study, Hispanic-Serving Institutions (HSI), Commuter Students, Equity-Minded,"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Erick Montenegro"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/109603"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In 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 an important understanding of 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 an 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 that 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.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01","The student, Erick Montenegro, accepted the attached license on 2020-11-25 at 17:27.","The student, Erick Montenegro, submitted this Dissertation for approval on 2020-11-25 at 17:36.","This Dissertation was approved for publication on 2020-11-30 at 09:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15965 on 2021-03-04 at 16:32:36","Made available in DSpace on 2021-03-05T21:45:38Z (GMT). No. of bitstreams: 3 MONTENEGRO-DISSERTATION-2020.pdf: 1210821 bytes, checksum: 2e2ed4f5c9cb538ec8cd6eb65a17183a (MD5) LICENSE.txt: 4213 bytes, checksum: 40007dc9a2d4640039ce698464724d06 (MD5) PROQUEST_LICENSE.txt: 4559 bytes, checksum: 13a2fbac010102cd2bb65368e630d7b5 (MD5) Previous issue date: 2020-11-30","Embargo set by: Seth Robbins for item 117308 Lift date: 2023-03-05T21:45:47Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 117308 Lift date: 2023-03-05T21:47:41Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Incubating equity: The drivers and supports that promote equity-minded assessment praxis at two Hispanic-Serving Institutions"]}]}],"canonical_facts":{"dc:contributor":["Jankowski, Natasha A.","Trent, William T.","Kuh, George D.","Zamani-Gallaher, Eboni M."],"dc:creator":["Montenegro, Erick"],"dc:date":["2021-03-05T21:45:38Z","2023-03-05T21:47:41Z","2020-11-30","2020-12"],"dc:description":["In 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 an important understanding of 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 an 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 that 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.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01","The student, Erick Montenegro, accepted the attached license on 2020-11-25 at 17:27.","The student, Erick Montenegro, submitted this Dissertation for approval on 2020-11-25 at 17:36.","This Dissertation was approved for publication on 2020-11-30 at 09:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15965 on 2021-03-04 at 16:32:36","Made available in DSpace on 2021-03-05T21:45:38Z (GMT). No. of bitstreams: 3 MONTENEGRO-DISSERTATION-2020.pdf: 1210821 bytes, checksum: 2e2ed4f5c9cb538ec8cd6eb65a17183a (MD5) LICENSE.txt: 4213 bytes, checksum: 40007dc9a2d4640039ce698464724d06 (MD5) PROQUEST_LICENSE.txt: 4559 bytes, checksum: 13a2fbac010102cd2bb65368e630d7b5 (MD5) Previous issue date: 2020-11-30","Embargo set by: Seth Robbins for item 117308 Lift date: 2023-03-05T21:45:47Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 117308 Lift date: 2023-03-05T21:47:41Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/109603"],"dc:language":["en"],"dc:rights":["Copyright 2020 Erick Montenegro"],"dc:subject":["Assessment, Equity, Case Study, Hispanic-Serving Institutions (HSI), Commuter Students, Equity-Minded,"],"dc:title":["Incubating equity: The drivers and supports that promote equity-minded assessment praxis at two Hispanic-Serving Institutions"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}