Equity-Based Assessment Practices in Montessori: Dialogues in Higher Education and Community Educator Preparation Pathways

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Educating and Empowering Montessori Teachers (Table 9)

Abstract

Current perspectives and theoretical literature reveal that characteristics of Montessori pedagogy including transparent expectations, learner pacing, learner participation and choice are also present in equity-based assessment practice (EBAP). This study explored EBAP in Montessori adult education to determine if adult learners also experience the humanistic/liberatory potential when authentic assessment contributes to their personal learning journey in a communal context. Surveys from both University-Based and Community Educator Preparation Pathways provided data for previous experience with EBAP strategies on benefits and challenges for Montessori practitioners. Inquiry groups of Montessori teacher educators interested in EBAP provided insight through their shared analysis of experienced EBAP strategies for Montessori adult learners and generated creative curriculum and assessment ideas to extend adult learner agency.

Authors

• Paige M. Bray, University of Hartford

• Gay C Ward, University of Wisconsin - River Falls