Expanding Assessment for Targeted Literacy Supports: The Role of Social-Emotional Learning and Creativity

• In Event: Reimagining Assessment as a Learning Process: Student Voice, Classroom Practice, and Data Analytics

Abstract

This study explores the roles and affordances of expanding the body of evidence that informs bilingual literacy intervention instruction, with implications for classrooms and other settings that provide targeted support. By adding tools and analytical approaches that consider social-emotional learning (SEL) and creativity, the author identifies possibilities for reframing students’ needs, responding during instructional moments, and documenting additional forms of learning. Students’ involvement in the assessment process further highlights opportunities for expanding the constructs of SEL and creativity through students’ agentive demonstrations of their strengths. In an instructional setting traditionally designed for remediation, these approaches to assessment reposition students’ competencies and expand the learning possibilities in the space.

Author

• Emily Johns-O'Leary, University of Colorado - Boulder