Rethinking the role of reading assessments for real learning
Bibliographic Data
| ID | 13017209 |
|---|---|
| Authors | Chantal Francois (0000-0002-8337-829X, Towson University, corresponding author), Mia Hood |
| Year | 2021 |
| Volume | 15 |
| Issue | 3 |
| Pages | 299-312 |
| Publication date | 2021-08-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-03-2021-0027 |
| OpenAlex | W3195302890 |
| Language | EN |
| References cited | 19 |
Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions can measure mastery of those skills – predominates today’s standardized reading tests. Design/methodology/approach This essay draws on the authors’ collective experiences as literacy educators, school leaders and researchers. Findings The authors critique two beliefs rooted in Eurocentric thinking borne from a long-held conceptualization of reading – that logical reasoning and the right background knowledge can promote achievement on standardized tests. The authors link the critique to their lived experiences and situate test design features in the broader sociopolitical educational landscape. Then, by presenting examples from an urban public high school, the authors encourage educational leaders to revisit the potential of authentic assessments as complex and meaningful activities that foster the critical thinking necessary for participating in democracy. Practical implications Committing to authentic assessments takes the work characteristic of transformative school leadership, especially serving diverse student populations: A clear and ambitious vision that centers social justice and cultural relevance, frequent, shared opportunities for professional growth and shared norms for instructional practice and student growth. Originality/value This essay encourages educational leaders, researchers and policymakers to revisit the potential of authentic assessments as tasks that can surpass external measures in informing teachers about how students’ develop their literacy in school
Accountability · Conceptualization · Educational Equity · Literacy · Originality · Pedagogy · Political science · Public relations · Qualitative research · Reading (process · Social science · Sociology · Transformative learning · Educator Training and Historical Pedagogy · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Meritocracy 2.0
How assessing reading comprehension with multiple-choice questions shapes the construct
Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research
Race, inequality and educational accountability
A High Achieving Inner-City School
Undermining Racism and a Whiteness Ideology
Rethinking the Role of Knowledge in the Literacy Classroom
Culturally Sustaining Pedagogy
Funds of knowledge for teaching
Teachers' Expectations and Sense of Responsibility for Student Learning
| Highly cited | No |
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