Special Issue "The Role of Assessment in Supporting an Equitable Pedagogy"

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 September 2013)

Special Issue Editors

Guest Editor
Prof. Dr. Bill Boyle (Website)

Centre for Formative Assessment Studies (CFAS), School of Education, Ellen Wilkinson Building, University of Manchester, Oxford Road, Manchester M13 9PL, UK
Interests: teaching, learning and assessment; self-regulated learning; formative assessment; co-construction; equity and metric
Guest Editor
Ms. Marie Charles

Centre for Formative Assessment Studies (CFAS), School of Education, University of Manchester, UK
Interests: early writing development, affective and connative domains, equitable pedagogies, formative assessment

Special Issue Information

Dear Colleagues,

In 1970, the Brazilian educator Paulo Freire published his book ‘Pedagogy of the Oppressed’. It introduced expressions such as ‘humanising pedagogy’ and the ‘banking model’ of education which made a profound and lasting impression on my own training. Over 20 years have passed since the National Curriculum and its assessment was implemented in England followed by the introduction of international testing and performance League Tables. These events have produced a dehumanising of the taught curriculum with the pupil a recipient of a delivery model measured by coverage and banking of facts with the accountability for those facts through increasingly minimum competency examinations.

Freire’s humanistic principles for an enlightened education system have been submerged internationally by ‘one size fits all’ government-issue pedagogy; speeded and basic training in ‘delivery’ for teachers based on the model of pupil as producer of performance data rather than an individual with a stake in his or her own learning journey.

The intention of this Special Issue is to reclaim assessment as an integral part of an equitable pedagogy; in plain terms, assessment to be understood and practised as an essential support to teaching and learning rather than used as a measurement and grading process.

Professor Bill Boyle
Marie Charles
Guest Editors

Submission

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed Open Access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 300 CHF (Swiss Francs). English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.

Keywords

  • assessment
  • formative assessment
  • self-regulated learning
  • co-construction
  • differentiation
  • equity pedagogy
  • learning environments
  • teacher training

Published Papers (2 papers)

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Research

Open AccessArticle “Which Child Left Behind”: Historical Issues Regarding Equity in Science Assessment
Educ. Sci. 2013, 3(3), 326-343; doi:10.3390/educsci3030326
Received: 22 April 2013 / Revised: 24 July 2013 / Accepted: 24 July 2013 / Published: 7 August 2013
PDF Full-text (315 KB) | HTML Full-text | XML Full-text
Abstract
Assessment of learning plays a dominant role in formal education in the forms of determining features of curriculum that are emphasized, pedagogic methods that teachers use with their students, and parents’ and employers’ understanding of how well students have performed. A common [...] Read more.
Assessment of learning plays a dominant role in formal education in the forms of determining features of curriculum that are emphasized, pedagogic methods that teachers use with their students, and parents’ and employers’ understanding of how well students have performed. A common perception is that fair assessment applies the same mode of assessment and content focus for all students—the approach of assessments in international comparative studies of science achievement. This article examines research evidence demonstrating that the act of assessment is not neutral—different forms of assessment advantage or disadvantage groups of students on the basis of family backgrounds, gender, race, or disability. Assessment that implicitly or explicitly captures the social capital of the child serves to consolidate, not address, educational equity. The article provides an overview of ways that science curriculum focus and assessment can introduce bias in the identification of student achievement. It examines the effect of changes to curriculum and assessment approaches in science, and relationships between assessment of science and the cultural context of the student. Recommendations are provided for science–assessment research to address bias for different groups of students. Full article
(This article belongs to the Special Issue The Role of Assessment in Supporting an Equitable Pedagogy)
Open AccessArticle “Assessment as Discourse”: A Pre-Service Physics Teacher’s Evolving Capacity to Support an Equitable Pedagogy
Educ. Sci. 2013, 3(3), 279-299; doi:10.3390/educsci3030279
Received: 28 February 2013 / Revised: 11 June 2013 / Accepted: 8 July 2013 / Published: 19 July 2013
Cited by 1 | PDF Full-text (554 KB) | HTML Full-text | XML Full-text
Abstract
One way to view ‘equitable pedagogy’ is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and [...] Read more.
One way to view ‘equitable pedagogy’ is through an opportunity to learn (OTL) lens, meaning that regardless of race, class, or culture, a student has access to rigorous and meaningful content, as well as appropriate resources and instruction necessary to learn and demonstrate understanding of that content. Assessment holds a unique position in the classroom in that it can both uncover whether inequitable conditions exist (i.e., performance gaps, denied OTL) and provide an OTL by mediating communication between teacher and students regarding learning progress and what is important to learn. Nevertheless, individuals entering teacher education programs often hold deficit views toward marginalized students, such as Language Minorities (LMs), believe that assessment strictly serves to evaluate learning, and do not do consider how language and culture influence student thinking–views supplanting assessment’s role at supporting an equitable pedagogy for LMs. Through surveys, interviews, program artifacts, and classroom observation, I report on a case study of one pre-service physics teacher, Dean, to depict how his expertise at assessing science did evolve throughout his yearlong teacher education program in terms of (a) becoming more knowledgeable of the role of language and (b) developing a belief in incorporating ‘discourse’ while assessing science. Within the case study, I analyze one particular episode from Dean’s teaching practicum to highlight remaining challenges for pre-service teachers to integrate science and language in classroom assessment—namely, interpreting students’ use of language along with their understanding of core science ideas. The findings underscore the need for connecting language and equity issues to content-area assessment in teacher preparation. Full article
(This article belongs to the Special Issue The Role of Assessment in Supporting an Equitable Pedagogy)

Submitted Papers

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Development centre for principals: a formative assessment  approach to enhance principals’ learning
Authors:
Christine Bieri Buschor and Co-authors
Abstract
: There has been a major shift from „schools as a secret garden“ towards „accountability“ (Day et al., 2011) since 1990. In this context, principals are considered as change agents to improve school effectiveness (Ball, 2008). Competence-based assessments are currently being used to enhance the professional development of principals and teachers. However, summative assessments lead to showing one’s skills in terms of „impression management“ (Niess, 2012) rather than learning settings. The goal of this article is to show how elements of a developmental assessment centre approach were used to provide a formative assessment for principals to enhance their self-regulated learning and leadership competences.

Type of Paper: Article
Title: Involving Students in Assessment: The Role of Interpersonal Factors in Peer Assessment
Authors: Nanine A.E. van Gennip¹, Harm H. Tillema¹ and Mien S.R. Segers²
Affiliations: ¹Department of Educational Studies, Leiden University, Leiden, The Netherlands
²Department of Educational Research and Development, Maastricht University, Maastricht, The Netherlands
*Correspondence concerning this article should be addressed to Harm Tillema, Department of Educational Studies, Faculty of Social and Behavioral Science, Leiden University, P.O. Box 9555, 2300 RB Leiden, The Netherlands. E-mail: tillema@fsw.leidenuniv.nl
Abstract: The present study examines how students in vocational education  partake in peer assessment while gauging interpersonal variables psychological safety and value congruence. Three assessment conditions are compared: (1) a teacher-based assessment condition; (2) a peer assessment condition using pre specified marking rules, and (3) a peer assessment+ condition, in which students  were involved in standard setting. Results indicate that teacher based condition differed significantly from peer assessment conditions in psychological safety as well as value congruence. The levels of psychological safety and value congruence were most pronounced in the peer assessment+ condition compared to those in the regular peer assessment condition, as a result of higher student involvement.
Keywords: Peer assessment, assessment for learning, vocational education, interpersonal variables.

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