Culturally and Socially Responsible Assessment: Theory, Research, and Practice b

The Nile on eBay   Culturally and Socially Responsible Assessment by Catherine S. Taylor, Susan Bobbitt Nolen, James A. Banks

Anchored 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.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher 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 Biography

Catherine S. Taylor and Susan Bobbitt Nolen are both professors emeriti in the College of Education at the University of Washington.

Table of Contents

ContentsSeries Foreword James A. Banks ixPreface xvAcknowledgments xix1.……Theoretical Perspectives on Assessment in Diverse Classrooms 1Diversity 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 21What 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 52Culturally 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 84Student 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 103A 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 120Development 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 171Part 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 185Appendix B: Developing Culturally Relevant Performance Tasks 189Appendix C: Bias and Sensitivity Reviews 196Appendix D: Language Complexity Reviews 208Appendix E: Questions for Accessibility Reviews 219Appendix F: Academic Verbs Commonly Used in Testing 221Notes 223References 229Index 255About the Authors 267

Review

"Culturally and Socially Responsible Assessment is a great reminder and outline for school personnel on how easily bias can arise, and how it can affect how we work with students in the classroom."—Teachers College Record"Culturally and Socially Responsible Assessment: Theory, Research and Practice serves as a practical text to introduce this aspect of multiculturalism in education and policy to practitioners, researchers, teacher educators and other stakeholders interested in developing and administering fair and valid assessments that represent the current diversity in American institutions."—American Journal of Qualitative Research

Long 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.

Promotional "Headline"

?In this compelling book, Taylor documents how standardized testing and traditional grading practices undermine learning opportunities and reify beliefs about the lesser abilities of students from non-dominant communities. The vision she offers instead?for culturally responsive assessment?is deeply grounded in research on culturally sustaining pedagogy and caring relationships. Taylor and Nolen show us how teachers together can address myriad academic standards in ways that connect to students? lives and enable demonstrations of learning that honor students? cultural and social identities.? ?Lorrie A. Shepard, Distinguished Professor, University of Colorado Boulder

Description for Reader

Catherine S. Taylor and Susan Bobbitt Nolen are both professors emeriti in the College of Education at the University of Washington.

Details ISBN0807766887 Short Title Culturally and Socially Responsible Assessment Language English Year 2022 ISBN-10 0807766887 ISBN-13 9780807766880 Format Paperback Publication Date 2022-02-11 Subtitle Theory, Research, and Practice Publisher Teachers' College Press Series Multicultural Education Series Imprint Teachers' College Press Place of Publication New York Country of Publication United States AU Release Date 2022-02-11 NZ Release Date 2022-02-11 US Release Date 2022-02-11 UK Release Date 2022-02-11 Pages 288 Author James A. Banks DEWEY 371.26013 Audience Professional & Vocational Alternative 9780807766897 We've got this

At The Nile, if you're looking for it, we've got it.With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love!

TheNile_Item_ID:158546385;