Investigating the Relationship of Enacted Assessments in the English Language Arts Classroom With Learners and Their Learning

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Abstract

This paper reports on the findings of a yearlong classroom ethnography of a second grade classroom with a focus on the presence of assessment in the context of the reading and writing workshops of the class’ English Language Arts (ELA) block. Data included field notes, participant interviews, video recordings of classroom sessions, and teacher and student-created artifacts. The investigation, which interrogated the relationship of different kinds of enacted assessments with learners and their learning, suggests a complex presence, which some times enables learning whereas other times it disrupts teaching and learning and has the potential to have colonizing effects to the work of the classroom community.

Author

• Xenia Hadjioannou, The Pennsylvania State University