An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

Abstract

Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

The psychological impact of the COVID-19 pandemic and the required support to overcome the impact on learners’ psyches

“…This idea may be feasible when acknowledging the importance of the social ecology in which development is situated and the cultural systems in which children are nurtured . Ansorger (2021) highlights the fact that while most individuals encountered challenges throughout the pandemic, none was affected as much as marginalised young children. Many young children were affected by the impact of the pandemic, ranging from isolation, quarantine, hospitalisation and even death (Shob et al 2022).…”

“…Young children in low-income environments experienced learning loss because of challenges with highquality remote learning, inconducive learning environments, a lack of a quiet space, distractions, technological challenges and parents who were not able to support them (Jansen & Farmer-Phillips 2021). Ansorger (2021) explains that online instruction may lead to learning losses influencing the realisation of self-esteem needs. Nsamenang (2011) talks about the child as an agent or instigator where they need to act as an agent of socialisation for future goals and aspirations.…”

Towards a holistic theoretical approach to learner development in the midst of and post-COVID-19

“…According to these authors, self-transcendence represents the most promising path for individuals to flourish in uncertain times. Therefore, practitioners, parents and policymakers have an important role in changing flaws in systems that did not support oppressed young children before the pandemic (Ansorger 2021).…”

Evaluation Method of Rationality of Creative Genius Cultivation Pattern Based on a BP Neural Network

“…The correlation gradient function of the rationality of initial creative genius cultivation pattern is expressed as shown in the following formula: where x min , j and x max , j represent the minimum and maximum interclass distribution feature sets of the rationality distribution of creative genius cultivation pattern, and rand represents random function. According to the mining results of the rationality evaluation information of creative genius cultivation pattern, frequent item sets are reorganized on the rationality evaluation data of creative genius cultivation pattern [ 19 – 21 ], and the statistical analysis pattern of rationality evaluation of creative genius cultivation pattern is constructed by combining quantitative regression analysis method, and the weighted coefficient is expressed as shown in the following formula: where J ( x ) and J T ( x ), respectively, represent the dynamic detection factor of the rationality distribution factor of creative talent cultivation pattern.…”