How English Language Arts Students and Their Teacher Remixed Standardized Tests to Create Liberatory Assessment Alternatives

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: The Heart of the Matter: Centering Student Voice in Teachers' Pedagogy and Practice (Table 15)

Abstract

How can students “remix” test prompts and standards to create more humanizing, liberatory assessment alternatives? This study explores one ELA teacher’s efforts to empower students to critically interrogate prompts, standards, and the standardized testing enterprise. Analysis of interviews, surveys, artifacts, and classroom observations found that these practices foster cogenerativity and increased criticality. Despite some internal conflict about this work, the teacher felt it was essential that students are co-conspirators in developing liberatory assessment alternatives. These findings indicate that together students and teachers can not only disrupt traditional modes of assessment, they can co-construct alternatives that advance equity and justice.

Authors

• Daniel P. Moore, Stanford University
  Presenting Author

• Mueze Bawany, Chicago Public Schools
  Presenting Author