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Culturally Sustaining Approaches to Classroom Assessment
Sat, April 13, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 1Session Type: Symposium
Abstract
The educational research community increasingly seeks ways to transform assessment that will better attend to learners’ repertoires of practice, embracing what they know and can do, building on community knowledge and epistemologies, engaging all the intellectual and linguistic resources they bring to learning environments. This session features five teams of scholars conducting research in the emerging area of culturally sustaining approaches to assessment across various contexts (e.g., classrooms, teacher learning, informal spaces). The purpose is to promote discussion across different ways of conceptualizing and conducting work in this area. This session directly addresses this year’s theme, “Dismantling racial injustice and constructing educational possibilities'' by theoretically and practically exploring new possibilities of assessments for a more equitable and just future.
Sub Unit
Chairs
Erin Marie Furtak, University of Colorado - Boulder
Hosun Kang, University of California - Irvine
Christopher G. Wright, Drexel University
Papers
Culturally Sustaining Approaches to Classroom Assessment in the Context of High School Physics and Chemistry - Hosun Kang, University of California - Irvine; Nelly Tsai, Irvine Unified School District
Learning in Culturally Sustaining Assessments of Computational Explorations - Christopher G. Wright, Drexel University; Brian E. Gravel, Tufts University; Eli Tucker-Raymond, Boston University; Dionne N. Champion, University of Florida; Ayana Allen-Handy, Drexel University; Amon D. Millner, Franklin W. Olin College of Engineering
Culturally Sustaining Assessment for Computational Thinking in the Early Grades - Darrell Earnest, University of Massachusetts - Amherst; Jennifer Randall, University of Michigan; Neena Thota, University of Massachusetts - Amherst; Shani Mensing, University of Massachusetts - Amherst
Toward a Framework for Justice-Centered Science Classroom Assessment - Erin Marie Furtak, University of Colorado - Boulder; Scott Grapin, University of Miami; Okhee Lee, New York University
What Critical Methodologies Can Teach Us About Doing Assessment In and Out of the Classroom - Jason D. Mizell; Scott Grapin, University of Miami