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Author: Catherine S. . Taylor
Publisher: Teachers College Press
ISBN: 0807766887
Category : Education
Languages : en
Pages : 289
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Book Description
This book addresses a problem that affects the work of all educators: how traditional methods of assessment undermine the capacity of schools to serve students with diverse cultural and social backgrounds and identities. Anchored in a commonsense notion of validity, this book explains how current K-12 assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a timely review of research on bias in classroom and large-scale assessments, as well as research on how students' level of engagement influences their performances. The author recommends practices that can improve the validity of students' assessment performances by minimizing sources of bias, using culturally responsive assessment tools, and adopting strategies likely to increase students' engagement with assessment tasks. This practical resource provides subject-specific approaches for improving the cultural and social relevance of assessment tools and offers guidance for evaluating existing assessment instruments for bias, language complexity, and accessibility issues. Book Features: Research-based recommendations for improving assessment fairness, validity, and cultural/social relevance. Practices that have been shown to improve the effectiveness of classroom assessments in supporting student learning. Concrete examples of how to create culturally relevant assessment tasks that target valued learning goals in language arts, mathematics, social studies, and science classrooms. Appendixes that provide tools educators can use to improve grading practices.
Author: Catherine S. . Taylor
Publisher: Teachers College Press
ISBN: 0807766887
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
This book addresses a problem that affects the work of all educators: how traditional methods of assessment undermine the capacity of schools to serve students with diverse cultural and social backgrounds and identities. Anchored in a commonsense notion of validity, this book explains how current K-12 assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a timely review of research on bias in classroom and large-scale assessments, as well as research on how students' level of engagement influences their performances. The author recommends practices that can improve the validity of students' assessment performances by minimizing sources of bias, using culturally responsive assessment tools, and adopting strategies likely to increase students' engagement with assessment tasks. This practical resource provides subject-specific approaches for improving the cultural and social relevance of assessment tools and offers guidance for evaluating existing assessment instruments for bias, language complexity, and accessibility issues. Book Features: Research-based recommendations for improving assessment fairness, validity, and cultural/social relevance. Practices that have been shown to improve the effectiveness of classroom assessments in supporting student learning. Concrete examples of how to create culturally relevant assessment tasks that target valued learning goals in language arts, mathematics, social studies, and science classrooms. Appendixes that provide tools educators can use to improve grading practices.
Author: Catherine S. Taylor
Publisher: Teachers College Press
ISBN: 0807780995
Category : Education
Languages : en
Pages : 289
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Book Description
This book addresses a problem that affects the work of all educators: how traditional methods of assessment undermine the capacity of schools to serve students with diverse cultural and social backgrounds and identities. Anchored in a common-sense notion of validity, this book explains how current K–12 assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a timely review of research on bias in classroom and large-scale assessments, as well as research on how students’ level of engagement influences their performances. The author recommends practices that can improve the validity of students’ assessment performances by minimizing sources of bias, using culturally responsive assessment tools, and adopting strategies likely to increase students’ engagement with assessment tasks. This practical resource provides subject-specific approaches for improving the cultural and social relevance of assessment tools and offers guidance for evaluating existing assessment instruments for bias, language complexity, and accessibility issues. Book Features: Research-based recommendations for improving assessment fairness, validity, and cultural/social relevance.Practices that have been shown to improve the effectiveness of classroom assessments in supporting student learning.Concrete examples of how to create culturally relevant assessment tasks that target valued learning goals in language arts, mathematics, social studies, and science classrooms.Appendixes that provide tools educators can use to improve grading practices.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Dorit Alt
Publisher: Springer Nature
ISBN: 3030716449
Category : Education
Languages : en
Pages : 164
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Book Description
This book discusses instruction, learning, and assessment in higher education with an emphasis on several effective formative assessment tools and methods such as digital badges, reflective journals, and peer assessment used in learning environments comprising students of diverse, multicultural backgrounds. Each chapter provides a rich theoretical review, followed by a case study detailing the challenges involved in using those assessment methods in a diverse classroom, as well as practical suggestions for removing potential barriers, especially for minority students. Most of the narrated case studies are accompanied by episodes, thoughts, and feelings expressed by both students and instructors throughout the assessment processes. This book provides a valuable updated reference source for pedagogical and research purposes for a wide audience. Students, teachers, policymakers, curriculum designers, and teacher educators interested in fostering initiatives in higher education can undoubtably benefit from this book's contents, which are aimed at adapting teaching–learning assessment processes to the unique learning needs of culturally diverse student populations.
Author: Ellen B. Mandinach
Publisher: Rowman & Littlefield
ISBN: 1538177293
Category : Education
Languages : en
Pages : 143
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Book Description
This book describes culturally responsive data literacy (CRDL), which merges data literacy and culturally responsive practices to help educators assume a whole child perspective, an asset model, and an equity lens to the use of data. It provides authentic scenarios and guiding questions to uncover unconscious bias, seeking to build awareness of CRDL and to provide usable resources for all educators.
Author: Carla Evans
Publisher: Taylor & Francis
ISBN: 104003814X
Category : Education
Languages : en
Pages : 137
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Book Description
Understanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessments—their purpose, design, reporting, and resulting information—useful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can be used to inform instruction. Educators will come away better prepared to remove unnecessary or redundant assessments from their systems and to create structures, policies, and processes that best support the instructional usefulness of assessments for student learning.
Author: Brian J. Taylor
Publisher: SAGE Publications Limited
ISBN: 1529614635
Category : Social Science
Languages : en
Pages : 989
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Book Description
The SAGE Handbook on Decision Making, Assessment and Risk in Social Work provides a comprehensive overview of key strands of research and theoretical concepts in this increasingly important field. With 49 chapters and four section summaries, this Handbook describes the ‘state of the art’; discuss key debates and issues; and gives pointers on future directions for practice, research, teaching, management of services, and development of theoretical understandings. A key aim of this Handbook is to support the development of sound, applied knowledge and values to underpin reasoned professional judgement and decision making by social workers in practice and those in management and regulatory roles. With contributions from a global interdisciplinary body of leading and emerging scholars from a wide variety of roles, this handbook has been designed to be internationally generalisable and applicable to all major areas of social work. This Handbook provides a field-defining account of decision making, assessment and risk in social work which is unrivalled for its diversity and strength of coverage, and will be of value to social work researchers, teachers and practitioners, as well as to those in allied fields such as health care. Section 1: Professional Judgement Section 2: Assessment, Risk and Decision Processes Section 3: Assessment Tools and Approaches Section 4: Developing and Managing Practice Section 5: Concluding Section / Afterword
Author: Randall B. Lindsey
Publisher: Corwin Press
ISBN: 1412963621
Category : Education
Languages : en
Pages : 345
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Book Description
This powerful third edition offers fresh approaches that enable school leaders to engage in effective interactions with students, educators, and the communities they serve.
Author: James A. Banks
Publisher: Routledge
ISBN: 1317222466
Category : Education
Languages : en
Pages : 367
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Book Description
Now available in paperback, the sixth edition of this definitive text provides students a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from a leading authority and scholarly leader of the field---James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated. He then provides an overview on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning. This new edition incorporates new concepts, theories, research, and developments in the field of multicultural education and features: A new Chapter 5, "Increasing Student Academic Achievement: Paradigms and Explanations" provides important explanations for the achievement gap and suggests ways that educators can work to close it. A new Chapter 7, "Researching Race, Culture, and Difference," explains the unique characteristics of multicultural research and how it differs from mainstream research in education and social science. A new Chapter 14, "Principles for Teaching and Learning in a Multicultural Society" contains research-based guidelines for reforming teaching and the school in order to increase the academic achievement and social development of students from diverse racial, ethnic, cultural, language, and gender groups. A new Appendix—"Essential Principles Checklist"—designed to help educators determine the extent to which practices within their schools, colleges, and universities are consistent with the research-based findings described in the book.
Author: Maria K. E. Lahman
Publisher: SAGE Publications
ISBN: 1506328628
Category : Social Science
Languages : en
Pages : 232
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Book Description
Ethics in Social Science Research: Becoming Culturally Responsive provides a thorough grounding in research ethics, along with examples of real-world ethical dilemmas in working with vulnerable populations. Author Maria K. E. Lahman aims to help qualitative research students design ethically and culturally responsive research with communities that may be very different from their own. Throughout, compelling first person accounts of ethics in human research—both historical and contemporary—are highlighted and each chapter includes vignettes written by the author and her collaborators about real qualitative research projects.
