Description
Book SynopsisAnchored in a common-sense notion of validity, this book explains how current assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a review of research on bias in classroom and large-scale assessments, and research on how students’ level of engagement influences their performances.
Table of Contents
- Contents
- Series Foreword James A. Banks ix
- Preface xv
- Acknowledgments xix
- 1. Theoretical Perspectives on Assessment in Diverse Classrooms 1
- Diversity in Schools 2
- What Is Assessment? 3
- Validity Theory and Fair Assessment 3
- The State of Classroom Assessment Practices 9
- Improving the Validity of Classroom Assessment for Diverse Learners 15
- Culturally Responsive Pedagogy and the Validity of Classroom Assessment 16
- Communities of Practice and the Validity of Classroom Assessment Practices 18
- Where Do We Go From Here? 19
- 2. Bias and Sensitivity Issues in Classroom Assessment 21
- What Is Bias in Assessment? 22
- Impact of Teacher Attitudes and Beliefs on Formal and Informal Assessment of Students 24
- Bias in Students, Scores on Tests and Other Assignments 29
- Strategies for Minimizing Cultural, Racial, Gender, and Language Bias in Large-Scale Tests 31
- Potential for Bias in Computer-Administered Tests 44
- Potential for Bias in Published Classroom Assessments 45
- Minimizing Bias in Classroom Assessments 45
- The Role of Community in Reducing Bias in Assessment 50
- Conclusion 51
- 3. Culturally Relevant and Socially Responsive Assessment 52
- Culturally Relevant Pedagogy 54
- Culturally Responsive Pedagogy 57
- Culturally Sustaining Pedagogy 61
- Summary of Culturally Relevant, Responsive, and Sustaining Pedagogy 63
- Culturally and Socially Responsive Assessment 64
- Developing Culturally and Socially Responsive Assessment Tools 70
- Culturally and Socially Responsive Assessment: Last Thoughts 81
- 4. Student Engagement and Assessment 84
- Student Engagement: A Review of Research 84
- Factors That Improve Engagement of Students 86
- Strategies for Increasing Student Engagement During Assessment Events 94
- The Challenges of Making Assessment Engaging for All Students 101
- 5. A Situative Perspective on Assessment in Diverse Classrooms 103
- A Situative Perspective 104
- Implications of a Situative Perspective on Classroom Assessment Practices 108
- Communities of Practice and Culturally Responsive Assessment 112
- Summary 117
- 6. Developing Assessments for Diverse Classrooms 120
- Development of Culturally and Socially Responsive Assessment Tools 120
- Unpacking Standards for Relevant and Responsive Assessment 124
- Models for Culturally and Socially Responsible Reading Assessment 125
- Culturally and Socially Relevant Assessment in Social Studies 140
- Culturally and Socially Relevant Assessment in the Sciences 145
- The Challenge for Culturally and Socially Relevant and Responsive Mathematics Assessment 151
- Books by Authors With Diverse Cultural and Social Identities to Support Reading and Social Studies Assessment 167
- Concluding Remarks 169
- 7. Resources and Tools 171
- Part 1: Working in Communities of Practice to Examine Published and Teacher-Developed Classroom Assessments 171
- Part 2: Resources for Teacher Learning Through Books About Assessment, Culturally Responsive Pedagogy, and Multicultural Education 176
- Appendix A: Avoiding Bias in Grading Practices 185
- Appendix B: Developing Culturally Relevant Performance Tasks 189
- Appendix C: Bias and Sensitivity Reviews 196
- Appendix D: Language Complexity Reviews 208
- Appendix E: Questions for Accessibility Reviews 219
- Appendix F: Academic Verbs Commonly Used in Testing 221
- Notes 223
- References 229
- Index 255
- About the Authors 267
