Social Consequences of Testing for Language-minoritized Bilinguals in the United States

Schissel, Jamie L.

doi:10.21832/9781788922715

Cited by 25 publications

(24 citation statements)

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“…For example, English‐language content‐area and English proficiency assessments can act as gatekeepers for college‐preparation and career‐readiness courses in high school and, in some states, the ability to obtain a high school diploma. Interrogating taken‐for‐granted assessment practices and collaborating with communities impacted by testing can begin to address inequalities for emergent bilingual learners (Schissel, 2019).…”

Section: Introductionmentioning

confidence: 99%

A framework for science classroom assessment task design for emergent bilingual learners

Fine

Furtak

2020

Science Education

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The Framework for K–12 Science Education (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three‐dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the Framework calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open‐ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive Framework‐aligned classroom‐assessment approaches for emergent bilingual learners—learners developing two or more languages—tools are needed to guide design of assessments from their inception. This paper presents a literature‐based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive Framework‐based science classroom assessments appropriate for emergent bilingual learners.

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Section: Introductionmentioning

confidence: 99%

A framework for science classroom assessment task design for emergent bilingual learners

Fine

Furtak

2020

Science Education

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“…Formative and ongoing assessments are also used widely for constructive learning (Wiliam, 2010). Among the many different types of assessment, language assessment plays a particularly critical role in the lives of learners because of the importance of language in communication, education, and high-stakes decisions related to schooling and wider society (Menken et al, 2014; Schissel, 2019).…”

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confidence: 99%

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy

2021

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Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-structured interviews that covered their understanding of the following: (a) assessment purposes and theories (their knowledge about how assessment works); (b) assessment skills (their views of assessment designs, procedures, and content); and (c) assessment principles (their notion of fairness, cheating, and feedback). The data were analyzed qualitatively in line with current LAL models. The results suggest that the children already had substantial assessment literacy in knowledge, skills, and principles. Although their teachers’ assessment practice remains form-focused, children generally want more communicative-based and diagnostic assessment. They also want more cognitively challenging and enjoyable assessment tasks. Our findings provide solid supporting evidence for the importance of considering students’ perspectives, along with the views of other stakeholders, in order to have a more balanced understanding of LAL.

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“…Such popular works as Senator Moynihan's (1965) report on the "Negro family" and Lewis's (1966) "culture of poverty" thesis have helped popularize the belief that the ethnoracial culture of minoritized populations was the ultimate culprit for their subordinate position in society. In the wake of the atrocities of eugenics and World War II, these discourses provide a way to move away from a view of race as defined by biology to one that is situated in cultural essentialism (Schissel, 2019).…”

Section: Culture Without Classmentioning

confidence: 99%

Toward a Class-Conscious Approach to Cultural Responsiveness

Leo

2023

Educational Researcher

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The last several decades have seen a growth in scholarship and application of culturally responsive and sustaining educational (CRSE) approaches in schools serving youth of color. A growing body of research has shown how CRSE serves as an effective strategy to engage students of color, combat pernicious stereotypes, and improve academic outcomes. Notwithstanding these important contributions, CRSE scholarship and practice have not fully explored the significance of social class, despite its long-standing correlation with academic performance, deep connections to identity, and relationship to race and racialization. Drawing on lessons gleaned from ethnographic research, which has demonstrated the importance of social-class analyses, this essay calls for a greater emphasis on and recognition of class in CRSE methods and application. As one of the most prominent and useful sets of pedagogical strategies used in education today, CRSE stands to benefit from a wider inclusion of social class, an addition that would have important ramifications for practitioners and scholars seeking to effectively educate historically marginalized populations. A deeper understanding of the significance of class could also help educators and scholars avoid perpetuating pernicious cultural stereotypes, such as the model minority myth and the culture of poverty. However, a class-conscious addition to CRSE must also maintain its anti-deficit perspective to avoid essentialist views about working-class youth.

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Social Consequences of Testing for Language-minoritized Bilinguals in the United States

Cited by 25 publications

References 0 publications

A framework for science classroom assessment task design for emergent bilingual learners

A framework for science classroom assessment task design for emergent bilingual learners

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy

Toward a Class-Conscious Approach to Cultural Responsiveness

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