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Formative Assessment and Critical Self-Reflection in the Inclusive Teaching Practices Faculty Video-Consultation Protocol

Mon, April 16, 10:35am to 12:05pm, Westin New York at Times Square, Floor: Ninth Floor, New Amsterdam Room

Abstract

Individual Presentation Summary
The Inclusive Teaching Consultation is a voluntary, formative, non-judgmental, teacher-centered and confidential consultation offered at the University of Denver. This consultation guides faculty members through a process of reflective-inquiry of teaching through the lens of Inclusive Pedagogy (Salazar, Norton & Tuitt, 2009); and Intersectional Pedagogy (Case, 2016). Rooted in an understanding of reflection as a rigorous meaning-making process that occurs in interaction with others and values personal and intellectual growth (Rodgers, 2002), the consultation protocol expands upon traditional notions of assessment.

1. Objective or purpose
In this session, we share how this consultation protocol can be used as an equity-oriented formative assessment tool that is a confidential, guided self-reflection. This tool strengthens faculty’s competence in inclusive pedagogies and helps faculty identify pertinent inclusive teaching practices that create more equitable learning environments.
2. Perspective(s) or theoretical framework
We draw on Allen (2004) to define formative assessment as a process designed to give ongoing feedback over the course of an intervention. Formative assessment enables professors to shift how they teach and organize learning for students in situ rather than waiting to create changes the next time a specific course is offered. We define reflection as a rigorous meaning-making process that occurs in interaction with others and values personal and intellectual growth (Rodgers, 2002); inclusive excellence (IE) as the active, ongoing and purposeful deployment of inclusive practices toward multiple identity groups (Salazar, Norton, Tuitt, 2009); and inclusive pedagogy (IP) as teaching practices that are known to not only benefit historically marginalized students but all students (Anderson, 2002; Mahendra, Bayles, Tomoeda, Kim, 2005). These four perspectives constitute our approach to equity and assessment.
3. Methods, techniques, or modes of inquiry
We address the following research question: How can self-assessment that is guided, non-evaluative, confidential and voluntarily-sought help faculty increase intrapersonal awareness and interpersonal awareness?

4. Data sources, evidence, objects, or materials
For formative assessment, we use 4 video recorded observations of two courses: a class that covers content about gender, racial, and socioeconomic inequalities, and a class where students engage in project-based learning. These video records are used during one-on-one meetings with professors to kindle reflection. These meetings are then audio recorded and transcribed to document how they engage in assessment of their inclusive pedagogies. The transcriptions will be coded, and throughout the coding process, we will apply deductive codes by leveraging themes from current scholarship (Erickson, 2004) and inductive codes to identify new themes from the data not yet discussed in scholarship (Sipe & Ghiso, 2004).
5. Results and/or substantiated conclusion or warrants for arguments/points of view
Through this expansive approach to assessment, we understand how to mediate (in)equality in the classroom by helping professors critically reflect upon how they can implement inclusive pedagogies. Research will also help us understand how institutions can use assessment to support professors toward implementing inclusive pedagogies and creating equity-oriented learning environments.

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