Toward a Framework of Linguistically Responsive Classroom Assessment

• In Event: AERA Poster Session 12
  In Poster Session: Advancements, Issues, and Considerations in Classroom Assessment

Abstract

Formative assessment has been touted as a critical component of how teachers support student learning. Yet, how can assessment in classrooms be conceptualized and enacted in ways that are responsive to English Learners, or ELs? A socio-cultural view of assessment grounded the qualitative analysis of two middle school science teacher’s classroom assessment practices. Both teachers had collaborated with the author for a year. Findings indicate several ways in which assessment practices reflected responsive teaching in three dimensions: Framing, Planning, and Adapting. For example, both teachers used an anchoring problem or phenomenon to drive learning and the culminating performance assessment. Assessment activities throughout the unit also scaffolded students’ use of language. The findings informed a refined framework of linguistically responsive assessing.

Author

• Edward G. Lyon, California State University - Sonoma