Self-Assessment as a Culturally Responsive Practice at a Hispanic-Serving Institution

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Bolstering Student Engagement via Culturally Responsive Practices (Table 7)

Abstract

This paper focuses on a qualitative study of two Teacher Education professors and their students’ use of self-assessment as a tool for reflection and empowerment in the learning experience, at a Hispanic-Serving Institution (HSI). Analysis of journals, reflective questions, and self-assessment projects reveal indicators of self-efficacy, student empowerment in learning, and community building. This is part of an ongoing series of investigations into preservice teachers and professors beliefs and practices when using self- assessment practices to transform their teaching. This research is informed by contemporary theories of assessment and culturally responsive pedagogical practices, and the need to examine the instructional decisions teachers make in their classrooms to enrich student learning.

Authors

• Christian A. Bracho, California State University - Long Beach
  Presenting Author

• Nancy T. Walker, University of La Verne
  Presenting Author