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035 _a(NhCcYBP)99993442062
035 _a(OCoLC)1277277169
035 _a(OCoLC)1277277169
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042 _apcc
043 _an-us---
050 4 _aLB3060.62
_b.T39 2022
082 0 4 _a371.26013
_223
100 1 _aTaylor, Catherine S.
_4aut
245 1 0 _aCulturally and socially responsible assessment :
_btheory, research, and practice /
_cCatherine Taylor with Susan B. Nolen.
264 1 _aNew York :
_bTeachers College Press,
_c[2022]
264 4 _c©2022
300 _axix, 267 pages :
_billustrations ;
_c23 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
386 _aTeacher educators
_2lcdgt
386 _aUniversity and college faculty members
_2lcdgt
490 1 _aMulticultural education series
504 _aIncludes bibliographical references (pages 229-254) and index.
505 0 0 _g1.
_tTheoretical Perspectives on Assessment in Diverse Classrooms.
_tDiversity in Schools ;
_tWhat Is Assessment? ;
_tValidity Theory and Fair Assessment ;
_tThe State of Classroom Assessment Practices ;
_tImproving the Validity of Classroom Assessment for Diverse Learners ;
_tCulturally Responsive Pedagogy and the Validity of Classroom Assessment ;
_tCommunities of Practice and the Validity of Classroom Assessment Practices ;
_tWhere Do We Go From Here? --
_g2.
_tBias and Sensitivity Issues in Classroom Assessment.
_tWhat Is Bias in Assessment? ;
_tImpact of Teacher Attitudes and Beliefs on Formal and Informal Assessment of Students ;
_tBias in Students, Scores on Tests and Other Assignments ;
_tStrategies for Minimizing Cultural, Racial, Gender, and Language Bias in Large-Scale Tests ;
_tPotential for Bias in Computer-Administered Tests ;
_tPotential for Bias in Published Classroom Assessments ;
_tMinimizing Bias in Classroom Assessments ;
_tThe Role of Community in Reducing Bias in Assessment ;
_tConclusion --
_g3.
_tCulturally Relevant and Socially Responsive Assessment.
_tCulturally Relevant Pedagogy ;
_tCulturally Responsive Pedagogy ;
_tCulturally Sustaining Pedagogy ;
_tSummary of Culturally Relevant, Responsive, and Sustaining Pedagogy ;
_tCulturally and Socially Responsive Assessment ;
_tDeveloping Culturally and Socially Responsive Assessment Tools ;
_tCulturally and Socially Responsive Assessment: Last Thoughts --
_g4.
_tStudent Engagement and Assessment.
_tStudent Engagement: A Review of Research ;
_tFactors That Improve Engagement of Students ;
_tStrategies for Increasing Student Engagement During Assessment Events ;
_tThe Challenges of Making Assessment Engaging for All Students --
_g5.
_tA Situative Perspective on Assessment in Diverse Classrooms.
_tA Situative Perspective ;
_tImplications of a Situative Perspective on Classroom Assessment Practices ;
_tCommunities of Practice and Culturally Responsive Assessment ;
_tSummary --
_g6.
_tDeveloping Assessments for Diverse Classrooms.
_tDevelopment of Culturally and Socially Responsive Assessment Tools ;
_tUnpacking Standards for Relevant and Responsive Assessment ;
_tModels for Culturally and Socially Responsible Reading Assessment ;
_tCulturally and Socially Relevant Assessment in Social Studies ;
_tCulturally and Socially Relevant Assessment in the Sciences ;
_tThe Challenge for Culturally and Socially Relevant and Responsive Mathematics Assessment ;
_tBooks by Authors With Diverse Cultural and Social Identities to Support Reading and Social Studies Assessment ;
_tConcluding Remarks --
_g7.
_tResources and Tools.
_tWorking in Communities of Practice to Examine Published and Teacher-Developed Classroom Assessments ;
_tResources for Teacher Learning Through Books About Assessment, Culturally Responsive Pedagogy, and Multicultural Education.
520 _aThis 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 existing 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 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. --
_cProvided by publisher.
650 0 _aChildren of minorities
_xEducation (Elementary)
_zUnited States.
650 0 _aEducational equalization
_zUnited States
650 0 _aEducational evaluation
_zUnited States
650 0 _aTest bias
_zUnited States.
700 1 _aNolen, Susan Bobbitt
_4aut
830 0 _aMulticultural education series (New York, N.Y.)
999 _c524480
_d524480