Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

Newton, Jennifer R.; Williams, Mira Cole; Feeney, Danielle M.

doi:10.46303/jcve.03.01.3

Cited by 7 publications

(7 citation statements)

References 21 publications

(28 reference statements)

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“…Studies have demonstrated how hip-hop pedagogies have benefitted student experiences and academic outcomes (Dimitriadis, 2009;Hill, 2009;Morrell & Duncan-Andrade, 2002;Parker, 2020). Due to the pioneering efforts of levying battle rap as an academic tool, educators must critically evaluate intended and unintended implications since new and nontraditional learning opportunities often engenders new obstacles (Newton, et al, 2020;Petchaur, 2011). Nevertheless, cultivation of students' critical consciousness continues to be warranted given our sociopolitical times.…”

Section: Discussionmentioning

confidence: 99%

Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model

Johnson¹

2020

JCVE

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Critical scholars contend it must be the duty of those who are marginalized to create pedagogy that will empower themselves. As such, researchers continue to explore ways and means by which Black male students can engage with and enact literacy. While a significant amount of research has been conducted on hip-hop pedagogies and literacy, there lacks examination into how the specific element of battle rap functions as a location to cultivate the critical consciousness of students. This research seeks to highlight how the genre of battle rap can be a pedagogical tool of literary expression, while simultaneously shedding traditional standards of instruction which have constrained learning opportunities, particularly for Black male students. Critical literacy as a theoretical framework and critical discourse analysis (CDA) as a methodology are employed to advance battle rap as an effective instructional tool. Ultimately, this study seeks to privilege the educational experiences of Black male students and complex our interpretations of how language, literacy, and culture intersect and can be exercised in US classrooms.

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Section: Discussionmentioning

confidence: 99%

Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model

Johnson¹

2020

JCVE

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“…Both ideals of the ungrading practice were important to me, in particular alleviating the stress and anxiety that interns express as they span the boundary between college student and teacher. PDSP 19,1 Newton et al (2020) identify approaches to ungrading that include a goal approach, a conferencing approach, and a reflection approach. In working with the PDS interns, I focused on the conferencing and reflection approaches and incorporated both during the semester.…”

Section: Ungradingmentioning

confidence: 99%

“…While I do not suggest that the interns enter their clinical placement and first job as a teacher and attempt to disrupt the evaluation and grading practices, I do want them to approach it thoughtfully. Implementing an ungrading practice that included self-assessment opportunities, individual conferences and formative assessment activities throughout the semester would model the evaluation process that they would experience as teachers (Newton, Williams & Feeney, 2020) and perhaps encourage them to implement such practices in their own classroom.…”

Section: Ungradingmentioning

confidence: 99%

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Emphasizing the professional in PDS

Skinner

2023

PDSP

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PurposeThis article describes an effort to ease the tension between boundary spanning roles for interns participating in a yearlong Professional Development School (PDS) program. In order to do this, the structure of a Social Studies Methods course was revised to mimic a professional learning community (PLC) and assignments were not evaluated for grades.Design/methodology/approachA conceptual paper that relies on self-reflection as well as student reaction, work samples and survey data.FindingsThe findings demonstrate both practices contribute to a collegial and less stressful environment for interns, while not affecting the quality of work submitted.Originality/valueThis paper highlights two of the nine NAPDS essentials, Professional Learning and Leading (3) and Boundary Spanning (8), and describes the ways both are incorporated and addressed in a PDS situated methods course. Describing course revisions, including the implementation of an ungrading practice, provides examples for potential replication.

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“…The researchers Newton, Williams and Feeney (2020) argued that in traditional assessment, without using rubrics, teachers give grades to students like A, B or C, which do not make better sense to the students on which basis they got these grades. These types of practices create questions in the minds of all the stakeholders (e.g., student-teachers and others etc.)…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions and Practices of Assessment Rubrics in Assessing Students’ Learning at Higher Education Level

Abbas

Qutoshi²,

Angaiz

2019

PJSR

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This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

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Implementing non-traditional assessment strategies in teacher preparation: Opportunities and challenges

Cited by 7 publications

References 21 publications

Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model

Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model

Emphasizing the professional in PDS

Teachers’ Perceptions and Practices of Assessment Rubrics in Assessing Students’ Learning at Higher Education Level

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