Reframing Assessment as Relational
How Do Teachers of Incarcerated Youth Understand Assessment
Datos Bibliográficos
| ID | 9729263 |
|---|---|
| Autores | Fumio Someki (0000-0002-7576-4860, College of Staten Island, City University of New York, USA, autor de correspondencia), David Allen (0000-0002-0712-9603, College of Staten Island, City University of New York, USA) |
| Año | 2021 |
| Volumen | 53 |
| Número | 3 |
| Páginas | 311-335 |
| Fecha de publicación | 2021-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124520931462 |
| OpenAlex | W3035583537 |
| Idioma | EN |
| Referencias citadas | 31 |
This study examines how teachers of incarcerated youth conceptualize the purposes for assessment for the students they serve, as well as challenges in assessing students and using assessment data. As a case study of a high school within a maximum-security juvenile detention facility, it includes interviews with teachers, administrators, and a social worker; meetings with a team of teachers; and review of materials related to student assessment. The study found that teachers encounter student-level challenges, structural challenges, and assessment-specific challenges. Teachers view assessment as most effectively carried out through conversations with individual students. They are skeptical of the standardized individual assessments the school has adopted and the assessment data with which they are provided. The study concludes that teachers’ emphasis on relationships with students can contribute to effective assessment of students’ knowledge and skills; however, this will require selection of appropriate assessment instruments and professional development in using them effectively
Alternative assessment · Authentic assessment · Cognitive reframing · Curriculum · Educational assessment · Mathematics education · Medical education · Pedagogy · Education Discipline and Inequality · Educational Assessment and Improvement · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
Handbook of Motivation at School
Classroom emotional climate, student engagement, and academic achievement.
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice
Posttraumatic Stress Disorder and Trauma in Youth in Juvenile Detention
Formative Assessment and Writing
Developing the theory of formative assessment
Formative Assessment
Trauma histories among justice-involved youth
Case Study Research
The art of case study research
Implementing Trauma-Informed Practice in Juvenile Justice Systems
Relational ways of being an educator
Juvenile offenders with special needs
Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls
Teaching with strengths in trauma-affected students
Assessment Literacy for Teachers
Thematic Analysis
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |