Elementary School: Equitable Literacy Assessments

• In Event: Ethical Dilemmas in Teaching Practice: Considerations for Teacher Education

Abstract

Purpose
The purpose of this discussion is to provide a conceptual analysis of a case study dilemma that considers perspectives on the influence that standardized literacy assessments have on teaching and learning.
Perspectives
Standardized testing has been a key component of educational reforms in the U.S. for at least 50 years (Hutt & Schneider, 2018; Moses & Nanna, 2007). This focus on testing has shifted state and national content standards, which are supported by standardized test-based accountability systems (Linn, 2000). However, stakeholders disagree regarding the value of these assessments (Jochim & McGuinn, 2016), especially for students of color (Horrowitz & Samuels, 2017), as these accountability measures have exacerbated inequitable educational outcomes (Blaise, 2018; Walker, 2017). Some unintended consequences of high-stakes standardized testing include decreased literacy motivation and enjoyment (Dutro & Selland, 2010), high levels of student stress (Watson et al., 2014), and narrowed curriculum (Berliner, 2011). One central concern is that there is often a cultural mismatch between standardized test content and the lived experiences students of color (Dutro, 2010).
Dilemma
Ms. Jones is a fourth-grade teacher in a large suburb outside of Chicago. Her students are diverse and primarily come from low socio-economic backgrounds. Ms. Jones utilizes literacy instructional practices that center students’ interests and lived experiences. However, Ms. Jones feels the pressure of helping her students succeed on standardized assessments and considers whether it is beneficial to shift her instructional practices to help students perform well on the Illinois Assessment of Readiness.
Possible Points of View
After presenting background research on assessments and Ms. Jones’ dilemma, we consider the points of view coming from the principal, teacher, students, families, and policy makers. In each case, we recognize both positive and negative consequences of literacy assessments.
Scholarly Significance
After discussing varying points of view, we offer possible solutions for the dilemma that attendees can critique. First, we encourage educators to reframe the term “achievement gap,” as this term does not acknowledge the persistent inequities and systemic racism within educational institutions and society at large (Ladson-Billings, 2006; Noguera & Akom, 2000). Instead, terms that move away from deficit perspectives in which students, families, and communities are blamed for student outcomes should be used. Second, we support the use of alternative assessments that incorporate more meaningful measures of student learning (Darling-Hammond et al., 2016). However, if states continue utilizing standardized assessments, we encourage test creators to seek out the advice and guidance of community members or consider shifting to a dynamic testing framework that allows for “more fair, valid, and compassionate” assessments (Dumas & McNeish, 2019). Third, we present the possibility of shifting instruction to include texts that take students’ backgrounds, cultures, and funds of knowledge into account (Giroukakis & Honigsfel, 2010; Zoch, 2017). However, culturally relevant texts may not always be privileged within standardized assessments themselves. Therefore, teachers can utilize instructional techniques such as relational reasoning (Author, 2019) that help students grapple with conflicts between their backgrounds and test content.

Author

• Courtney Hattan, Illinois State University