Teachers
can support diverse learners with more reliable formative assessments by
employing strategies that are inclusive, responsive, and tailored to the
individual needs of each student.
Crucially, an intentional, caring, optimistic, respectful, and
trustworthy (ICORT) mindset (Purkey
& Novak, 2016; Anderson, 2021) can significantly enhance the
reliability of assessments for diverse learners. An ICORT
Mindset.can foster a positive and
supportive learning environment where diverse learners feel valued, respected,
and motivated to engage in assessments. When students feel cared for and
respected, they are more likely to approach assessments with confidence and
enthusiasm, leading to more reliable outcomes.
A
caring and respectful mindset recognizes the unique strengths, challenges, and
backgrounds of each learner. Educators with an ICORT mindset are more inclined
to use diverse assessment methods that accommodate different learning styles,
abilities, and cultural backgrounds.
This thereby increases the potential for an assessment to be fair and
equitable for all students.
Let’s
agree that trust is essential for accurate assessment outcomes. When students
trust their educators and believe that assessments are designed to support
their learning rather than simply judge their performance, they are more likely
to engage authentically and provide accurate responses. An ICORT mindset
fosters trust and rapport between educators and learners, which enhances the
reliability of assessment results.
An
optimistic mindset encourages a belief in the potential for growth and
improvement. Educators with an ICORT mindset emphasize the value of learning
from mistakes and setbacks, rather than viewing assessments as measures of
fixed ability. This promotes a Growth Mindset (Dweck,
2014) among students, leading to more accurate assessments that reflect
their true potential and progress over time.
Trustworthy,
formative assessment practices involve clear communication and transparency
about assessment objectives, criteria, and expectations. Educators with an
ICORT mindset prioritize open and honest communication with students, ensuring
that they understand the purpose of assessments and how their performance will
be evaluated. Clear guidelines and feedback contribute to more reliable
assessments by reducing ambiguity and confusion.
A
respectful mindset acknowledges and challenges biases and stereotypes that may
impact assessment outcomes. This is particularly impactful for diverse
learners. Educators with an ICORT mindset actively strive to minimize bias in
assessment design, administration, and evaluation, ensuring that assessments
accurately reflect students' knowledge, skills, and abilities regardless of
their background or identity.
By
cultivating an intentional, caring, optimistic, respectful, and trustworthy
mindset, educators can create a supportive learning environment. Therefore, diverse learners are more likely
to feel valued, motivated, and empowered to demonstrate their true abilities.
This, in turn, leads to more reliable assessments that provide meaningful
insights into students' learning and growth.
How
can an ICORT-minded teacher support diverse learners through more reliable, formative
assessment processes? There are strategies that are inclusive, responsive, and
tailored to the individual needs of diverse learners. For instance, teachers can:
· Use
multiple assessment methods whereby a variety of assessment methods are
employed to accommodate diverse learning styles and preferences.
o
These
might include written assignments, oral presentations, projects, quizzes,
demonstrations, peer assessments, and self-assessments.
· Communicate
the objectives, criteria, and expectations for each formative assessment task.
o
Providing
rubrics or grading criteria can help students understand what is expected of
them and how their work will be evaluated.
· Provide
prompt feedback after formative assessments to help students understand their
strengths and areas for improvement.
o
Feedback
should always be specific, constructive, and actionable, focusing on the
learning goals and individual student needs.
· Differentiate
formative assessments to meet the diverse needs of students.
o
Fair
is not always equal (Wormeli, 2017).
Offering alternative tasks or adjustments in the assessment process accommodates
differences in ability, background, language proficiency, and learning pace.
· Foster
opportunities for peer collaboration and support during formative assessments.
o
Peer
feedback, group discussions, and collaborative projects can enhance learning
and provide valuable insights for diverse learners.
· Integrate
technology tools and platforms to facilitate formative assessments and provide
personalized learning experiences.
o
Digital
tools can offer adaptive feedback, interactive activities, and opportunities
for self-paced learning.
· Encourage
students to reflect on their learning process and assess their own progress.
o
Directly
teach metacognitive strategies such as goal setting, self-monitoring, and
self-reflection to help students become more independent learners.
· Ensure
that formative assessments are culturally relevant and inclusive of diverse
perspectives.
o
Use
examples, materials, and contexts that resonate with students' cultural
backgrounds, experiences, and Funds
of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019).
· Offer
students choices in how they demonstrate their learning during formative
assessments.
o
Respective
of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018)
allow students to select topics, formats, or approaches that align with their
interests and strengths, which promotes engagement and ownership of learning.
Using
ongoing formative assessments is a reliable way to monitor students' progress
and adjust instruction as needed. Regular check-ins, informal observations, and
formative quizzes can help teachers identify learning gaps and provide timely
interventions. By implementing these strategies, ICORT-minded teachers can
create more reliable formative assessments that support the diverse needs of
all learners, leading to improved learning outcomes and academic success.
To Cite:
Anderson, C.J.
(March 31, 2024) Supporting diverse learners with more reliable, formative
assessments. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C.
J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with
I-CORT. Journal of
Invitational Theory and Practice, 27, 36-50.
CAST (2018). Universal design for
learning guidelines version 2.2 [graphic organizer]. Retrieved from: udlguidelines.cast.org
Moll, L., González, N., & Amanti, C.
(2009). Funds of knowledge: Theorizing practices in
households,
communities, and classroom: Routledge
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International Alliance
for Invitational Education. Retrieved from: Fundamental of Invitational Education |
IAIE
Roe.
K. (2019) Supporting student assets and demonstrating respect for funds of
knowledge.
Journal of Invitational Theory
and Practice, v25 p5-13
Rose,
D. H., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. ASCD.
Wormeli, R. (2017). Fair isn't always equal: Assessment and grading
in the differentiated classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455
