Balancing the Freedom to Teach with the Freedom to Learn: The Critical Role of Assessment Professionals in Ensuring Educational Equity

Abstract

Our chapter addresses the balance assessment professionals must strike in supporting academic freedom, shared governance practices, and learning improvement efforts within colleges and universities in the United States. Specifically, we address how assessment professionals (faculty or staff whose primary job involves accreditation or the assessment of student learning) can encourage increased educational equity while supporting academic freedom. The authors offer a unique perspective. As former faculty members, current assessment practitioners, and a current academic administrator, we work to ensure that our institutions are using assessments of student learning to improve learning for all students. This work gives us insight into the ways in which assessment information shapes institutional efforts, balancing the rights of faculty to control the curriculum with the rights of historically underserved students (including students from underserved ethnic or racial groups, first generation college students, students from low-income households, and students with special needs or disabilities) to receive a quality education. We propose that one solution to this apparent conflict is to provide faculty with data that allow them to analyze the ways in which their assessment choices influence educational equity. To contextualize our work in this area we summarize institutional and faculty freedoms and discuss areas of conflict. We then describe ways to reduce areas of conflict by creating a culture of inquiry that centers around consideration of data and opportunities to modify assessments to increase educational equity.

Citation

Singer-Freeman, K., Robinson, C. and Bastone, L. (2020), "Balancing the Freedom to Teach with the Freedom to Learn: The Critical Role of Assessment Professionals in Ensuring Educational Equity", Sengupta, E. and Blessinger, P. (Ed.) Teaching and Learning Practices for Academic Freedom (Innovations in Higher Education Teaching and Learning, Vol. 34), Emerald Publishing Limited, Leeds, pp. 39-51. https://doi.org/10.1108/S2055-364120200000034005