Understanding Practitioner‐Driven Assessment and Evaluation Efforts for Social Justice

This chapter presents findings from a national survey that sought to capture the ways practitioners work to integrate both assessment and social justice into their work as central concepts and practices that guide their efforts in student affairs. In so doing, these practitioners are working to reclaim assessment from the traditional, dominant framing of assessment work through neoliberal lenses and advance social justice in higher education.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146274/1/ir20254_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146274/2/ir20254.pd