Authentic Assessment: Praxis with Power

By:
Dr. Deborah Vriend Van Duinen
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This paper explores the important, yet often overlooked, intersection between critical pedagogy and classroom assessment practices by laying a framework for considering the assumptions, implications and possibilities of critical approaches to assessment within the culturally diverse classroom. Important questions include: What should students learn? How should they express this learning? Who determines this? How do different forms of assessment influence students' knowledge? How can assessment empower students? One goal is to highlight how assessment practices directly and indirectly influence curriculum, instruction, and both teacher and student learning. A second goal is to critique traditional forms of assessment for their hegemonic assumptions that student knowledge is determined by the teacher, static and isolated and that student learning is a simple, formulaic activity. The paper suggests that when assessment practices are connected to student experiences in the social world, students are allowed meaningful opportunities to recognize and critique existing power relations. The paper draws from critical studies, an area of scholarship that views human productions as outgrowths of human experience. The author also draws from cultural studies and its emphasis on the importance of understanding and using popular culture as sites of engagement and production. Finally, the author looks to American progressives who advocate the importance of education as a process of living, not preparation for future life.


Keywords: Classroom Assessment Techniques, Evaluation Theories and Principles, Critical Theory, Popular Culture
Stream: Curriculum and Pedagogy
Presentation Type: Virtual Presentation in English
Paper: Authentic Assessment


Dr. Deborah Vriend Van Duinen

Doctoral Student, Michigan State University
USA

Deborah Vriend Van Duinen graduated from Calvin College in Grand Rapids, MI with a BA in English and Religious Studies and went on to teach 5 years of high school English in Holland, MI. She earned an MA in Curriculum and Instruction, with a focus on film studies, from Calvin College. Deborah is currently pursuing her PhD. in teacher education at Michigan State University. In addition to working with student teachers, she continues to teach summer school classes in her school district. Her professional interests include English teacher education, critical pedagogy and literacy, assessment practices, and teacher learning.

Ref: L05P0251