Culturally Relevant Performance Assessments

Koppenhaver, Chelsie

Topic: Curriculum Assessment

Summary: This article from the Learning Policy Institute discusses how performance assessments, like portfolios, panel presentations and personal reflections, can be made culturally relevant, thereby focusing on the student’s own personal experiences and empowering them to truly express themselves as an individual. This involves centering the relationships a student has built and cultivated with peers, staff and others in the course of their learning. Additionally important is the use of a student’s own personal experience as a way to drive civic and community engagement, an especially interesting focus given this course’s emphasis on communication and finding solutions to real-world problems.

Evaluation: It is important for us to realize that there is no “one-size-fits-all” approach to assessment that will work for every student or every school. If we want to communicate to students that they are the masters of their own learning then we must realize that they are each unique learners with different backgrounds and needs. The performance assessments discussed here also reach out into the community, engaging them with the students and the school at large, something that is important, not just for students and their families, but for community members who otherwise would not have a relationship or feel any connection to the school.

Citation: Kaul, M. (2019, May 28). Keeping students at the center with culturally relevant performance assessments. Retrieved from https://learningpolicyinstitute.org/blog/keeping-students-center-culturally-relevant-performance-assessments

DeVos and Assessment

Mackey, Megan

CA

Nobles III, W.P. (2018). Betsy DeVos approves efforts to change English tests in Louisiana. Nola.com. Retrieved from https://www.nola.com/education/index.ssf/2018/07/betsy_devos_louisiana_tests.html

A short article on Secretary of Education Betsy DeVos’s approval of Louisiana’s new assessments approved through the more flexible Every Student Succeeds Act.

The article describes how Louisiana will experiment with new assessments that use familiar texts with the students rather than randomly selected texts. While this initially seems like a good idea, how will this be standardized?  Will this lead us back to where we were before the Common Core when the quality of a child’s education vastly differed among states? I’m looking forward to following up on the results of this next summer after these new assessments are implemented and scored.

Curriculum-Based Assessment

Cruz, Loren

CA

Jones, C. J., SOUTHERN, W. T., & BRIGHAM, F. J. (1998). Curriculum-based    assessment. Springfield, IL: Charles C Thomas.* Google Scholar.

https://www.researchgate.net/profile/Frederick_Brigham/publication/230689280_Curriculum-Based_Assessment_Testing_What_Is_Taught_and_Teaching_What_Is_Tested/links/5745e15408aea45ee8560f42.pdf

This article focuses on the features of curriculum-based assessment (CBA) that are universal to all approaches in teaching and testing, and how they contribute the most to effective instructional outcomes.  CBA is seen as a process of evaluation between instruction and student performance outcomes.  This involves identifying parts of the curriculum that are vital indicators of student achievement, measuring the changes in those parts and how they effect performance, displaying the results of those outcomes, and then using the data to make instructional decisions.  Throughout the process, teachers must be observing the nature of the content being presented, and how students respond to it.  From there, teachers can make adjustments to the curriculum to help students reach the intended goal.  CBA is also beneficial to the consultation and collaboration efforts when addressing learning difficulties of individual students.  Conducting CBAs involves selecting meaningful target behaviors, ongoing collection of performance data and evaluation of instruction effectiveness, and modification of instruction.

This article did a great job at describing curriculum-based assessment, while mentioning the importance of collaboration among teachers.  It talked about how the content and the way it is presented impacts the assessment results, and vice versa.  It also did well by mentioning the importance of pre-assessments of what students already know, so that they know what can be worked on.

Enduring understandings–where are they in the library’s curriculum?

Sutherland, Shannon

CA

Donham, J. (2010) Enduring understandings–where are they in the library’s curriculum?(FEATURE ARTICLE). Teacher Librarian, 38(1), 15-19.

Enduring understandings–where are they in the library’s curriculum? As I was pondering collection management in my high school library, I wondered where standards fit into the equation. Librarian teachers not only have to encourage students to read and acquire knowledge they need to justify their collections based on educational standards or educational goals. Measuring student outcomes based on educational goals. Based on Ralph Tyler’s (1949) educational theories, the author identifies three main sources of these learning goals: the student, society and those creating the standards. Common Core standards are based on society’s needs to “maintain America’s competitive edge.”

Harvard’s Project Zero

Galang, Johnny

CA, ET

Harvard Graduate School of Education (2018). Homepage. Retrieved from http://www.pz.harvard.edu/

Project Zero is a comprehensive website with many resources for curriculum development, assessment, and a wealth of other topics. There are free tools and education around topics such as essential questions, deep learning, and developing a culture of thinking.

It may be overwhelming to someone who is new to educational theory, but can provide useful tools to push your practice further.

Mason, Ariella

CA

Carnegie Mellon University. (n.d.). How to Assess Students’ Learning and Performance. Retrieved February 11, 2018, from https://www.cmu.edu/teaching/ assessment/assesslearning/index.html

This resource provides teachers with suggestions for several different methods to assess student learning. It gives ideas on assignment creation, exams, concept maps, rubrics, and group work.

This resource will be helpful in the completion of projects, giving ideas for assessment that are different than traditional tests. I found it helpful, and would recommend it to others taking this course.