Culturally Relevant and Responsive Assessment Case Studies

Opportunity for Reflection

From the ETFO Anti-Oppressive Framework: A Primer, let us consider the definition of ideology.

“We are all informed by our ideas. It is these constructed and learned ideas that inform the way one behaves.”

It is these constructed and learned ideas that inform the way one implements assessment and evaluation within their classroom.

Take a moment to reflect on your assessment and evaluation philosophy. How are the diverse lived experiences and multiple ways of knowing valued and respected in your classroom assessment practices?

CASE STUDY: LATE ASSIGNMENTSCASE STUDY: STUDENT RETAKES
In Giving Retakes Their Best Chance to Improve Learning,
Thomas Guskey writes:
“Few topics prompt more debate among educators today than whether to allow students to retake assessments. Proponents argue that reassessment options reduce test anxiety and allow students to demonstrate more fully what they’ve learned. Critics contend that allowing reassessments lessens students’ motivation to prepare for assessments and encourages poor study habits that leave students ill-prepared for college and careers.”
 
“Additionally, many teachers also question the fairness of assigning the same grade to students who prepared for the initial assessment and achieved a high score, as to students who didn’t prepare but then, with review and additional study time, attained a high score on a reassessment.”
 
Returning to your reflection regarding assessment and evaluation ideology, and the ETFO Anti-Oppressive Framework: A Primer, let us consider the anti-oppressive framework component of building inclusive communities and the following guiding question:
 
How can you use an anti-oppressive framework to inform and guide your assessment practices, including assessment re-takes? Which of your assessment practices can stay the same, be modified, or abandoned?
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010) provides two strong and divergent opinions on the issue of how to deal with late and missed assignments.
 
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010) offers this conclusion:
The professional judgement of the teacher, acting within the policies and guidelines established by the ministry and board, is critical in determining the strategy that will most benefit student learning.
 
Returning to your reflection regarding assessment and evaluation ideology, and the ETFO Anti-Oppressive Framework: A Primer, let us consider the anti-oppressive framework component of building inclusive communities and the following guiding question:
 
How can you use an anti-oppressive framework to inform and guide your assessment practices, such as addressing late or missed assignments?
Which of your assessment practices can stay the same, be modified, or abandoned?