Toward Equity in School-Based Assessment: Incorporating Collaborative/Therapeutic Techniques to Redistribute Power

Holman, Alea; D’Costa, Stephanie; Janowitch, Laura

doi:10.1080/2372966x.2021.1997060

Cited by 3 publications

(1 citation statement)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Collaborative approaches stand in contrast to the more traditional information-gathering approach to assessment (Finn & Tonsager, 1997), in which clients are less engaged in the process of assessment, and feedback is provided as a brief oral summary or written report at the end. Collaborative models can increase equity and fairness, through shared power in the assessment and AFB process (Holman et al, 2021). Finn and Tonsager’s (1992) therapeutic assessment (TA) model is designed to engage children and their parents in the assessment process, addressing their assessment questions, and providing interactive feedback (Tharinger et al, 2007).…”

Section: Collaborative Approaches To Afbmentioning

confidence: 99%

Beyond the Bell curve

Corcoran

2024

Journal of Psychologists and Counsellors in Schools

View full text Add to dashboard Cite

One of the most important, and neglected, aspects of the school assessment process is the feedback phase. The purpose of this exploratory study was to examine the extent to which feedback is being conducted, training in feedback, and the types of feedback practices used in school settings. One hundred thirty-two school assessment professionals were surveyed, and results suggest that most believe in the importance of test feedback and are utilizing it. Results of this study also indicate that test feedback practices are lacking with most practitioners simply plotting scores on a bell curve. Recommendations for more culturally responsive, meaningful, and ethical feedback practices are discussed, including how to incorporate therapeutic assessment values and techniques in school settings.

show abstract