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Examining Teachers' Culturally Sustaining and Liberatory Approaches to English Language Arts Assessment
Examining Teachers' Culturally Sustaining and Liberatory Approaches to English Language Arts Assessment
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105619
- ISBN
- 9798265427007
- DDC
- 000
- 저자명
- Moore, Daniel P.
- 서명/저자
- Examining Teachers Culturally Sustaining and Liberatory Approaches to English Language Arts Assessment
- 발행사항
- [Sl] : Stanford University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 211 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-05, Section: A.
- 주기사항
- Advisor: Garcia, Antero;Levine, Sarah.
- 학위논문주기
- Thesis (Ph.D.)--Stanford University, 2025.
- 초록/해제
- 요약Despite efforts to use standardized tests as tools for reform, research has shown that high-stakes testing constrains culturally sustaining pedagogy (CSP) and harms the classroom experience of minoritized students. Test pressure also narrows English language arts (ELA) pedagogy, curriculum, and content. In response, there have been calls to "reclaim assessment" with more culturally sustaining and liberatory assessment alternatives.However, research on the design and implementation of these assessment alternatives is underexplored. This three-paper dissertation contributes to the field by providing a clearer picture of what culturally sustaining assessment and liberatory assessment look like in action. It does so by amplifying the voices of teachers who are experimenting with these approaches, and by learning from the wisdom of their practice. The three papers explore how ELA teachers a) navigate the tension between CSP and high-stakes test achievement; b) collaborate with students to reimagine assessment; and c) design and enact culturally sustaining and liberatory assessment alternatives.Paper one lays the groundwork for the dissertation by asking: What does it mean to teach in a school that claims commitment to both CSP and high-stakes test achievement? This first study explores how ELA teachers perceive and navigate that tension over a school year. Specifically, it examines how teachers describe their instruction before and after the April state exam. Analysis of interviews and artifacts from nine teachers indicated that, after the exam, teachers made a conscious effort to compensate for a lack of CSP earlier in the year. Teachers cited reduced test pressure and increased autonomy as conditions that enabled them to attempt a form of "culturallyustaining catch-up." Teachers described compensating post-test in three main ways: through criticality, plurality, and democracy. They also more frequently mentioned joy. These findings are concerning as they suggest that test-driven accountability measures are outweighing culturally sustaining commitments, even for teachers who value this sort of pedagogy while working in a school that purports to value it as well. These findings contribute to growing evidence that high-stakes tests are culturally inequitable not just in content but in their influence on teachers' and students' entire school experience. Paper one's findings affirmed the pressing need for research exploring more humanizing approaches to assessment. Paper two sets out to learn from a teacher experimenting with these approaches more evenly throughout the school year. It asks: How did one ELA teacher and his students enact culturally sustaining and liberatory practices in the face of constraining high-stakes tests? This second study explores one teacher's efforts to empower students to critically interrogate traditional exam prompts and the standardized testing enterprise as a whole. Analysis of interviews, artifacts, classroom observations, and video-stimulated recall found that the teacher and students engaged in a practice they called "remixing." This work involved students modifying test prompts to be more relevant, authentic, and linguistically and culturally aligned to "who they are." The class co-developed a tool called Try, Translate, Relate to facilitate remixing prompts and generating new ones. This collaborative qualitative study found that these practices fostered increased cogenerativity and increased critical consciousness. Despite some internal conflict about this work, the teacher felt it was essential that students are active participants in disrupting traditional approaches to assessment.
- 일반주제명
- Standardized tests
- 일반주제명
- Democracy
- 일반주제명
- Political science
- 기타저자
- Stanford University.
- 기본자료저록
- Dissertations Abstracts International. 87-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798265427007
■035 ▼a(MiAaPQ)AAI32316493
■035 ▼a(MiAaPQ)Stanfordkr126cg8739
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a000
■1001 ▼aMoore, Daniel P.
■24510▼aExamining Teachers' Culturally Sustaining and Liberatory Approaches to English Language Arts Assessment
■260 ▼a[Sl]▼bStanford University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a211 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-05, Section: A.
■500 ▼aAdvisor: Garcia, Antero;Levine, Sarah.
■5021 ▼aThesis (Ph.D.)--Stanford University, 2025.
■520 ▼aDespite efforts to use standardized tests as tools for reform, research has shown that high-stakes testing constrains culturally sustaining pedagogy (CSP) and harms the classroom experience of minoritized students. Test pressure also narrows English language arts (ELA) pedagogy, curriculum, and content. In response, there have been calls to "reclaim assessment" with more culturally sustaining and liberatory assessment alternatives.However, research on the design and implementation of these assessment alternatives is underexplored. This three-paper dissertation contributes to the field by providing a clearer picture of what culturally sustaining assessment and liberatory assessment look like in action. It does so by amplifying the voices of teachers who are experimenting with these approaches, and by learning from the wisdom of their practice. The three papers explore how ELA teachers a) navigate the tension between CSP and high-stakes test achievement; b) collaborate with students to reimagine assessment; and c) design and enact culturally sustaining and liberatory assessment alternatives.Paper one lays the groundwork for the dissertation by asking: What does it mean to teach in a school that claims commitment to both CSP and high-stakes test achievement? This first study explores how ELA teachers perceive and navigate that tension over a school year. Specifically, it examines how teachers describe their instruction before and after the April state exam. Analysis of interviews and artifacts from nine teachers indicated that, after the exam, teachers made a conscious effort to compensate for a lack of CSP earlier in the year. Teachers cited reduced test pressure and increased autonomy as conditions that enabled them to attempt a form of "culturallyustaining catch-up." Teachers described compensating post-test in three main ways: through criticality, plurality, and democracy. They also more frequently mentioned joy. These findings are concerning as they suggest that test-driven accountability measures are outweighing culturally sustaining commitments, even for teachers who value this sort of pedagogy while working in a school that purports to value it as well. These findings contribute to growing evidence that high-stakes tests are culturally inequitable not just in content but in their influence on teachers' and students' entire school experience. Paper one's findings affirmed the pressing need for research exploring more humanizing approaches to assessment. Paper two sets out to learn from a teacher experimenting with these approaches more evenly throughout the school year. It asks: How did one ELA teacher and his students enact culturally sustaining and liberatory practices in the face of constraining high-stakes tests? This second study explores one teacher's efforts to empower students to critically interrogate traditional exam prompts and the standardized testing enterprise as a whole. Analysis of interviews, artifacts, classroom observations, and video-stimulated recall found that the teacher and students engaged in a practice they called "remixing." This work involved students modifying test prompts to be more relevant, authentic, and linguistically and culturally aligned to "who they are." The class co-developed a tool called Try, Translate, Relate to facilitate remixing prompts and generating new ones. This collaborative qualitative study found that these practices fostered increased cogenerativity and increased critical consciousness. Despite some internal conflict about this work, the teacher felt it was essential that students are active participants in disrupting traditional approaches to assessment.
■590 ▼aSchool code: 0212.
■650 4▼aStandardized tests
■650 4▼aDemocracy
■650 4▼aPolitical science
■690 ▼a0615
■71020▼aStanford University.
■7730 ▼tDissertations Abstracts International▼g87-05A.
■790 ▼a0212
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360787▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
