Culturally Inclusive AFL as a Tool for Equity
Over the past few decades, assessment for learning (or AFL) has taken root in education policies globally. However, much of the literature has emerged from Western researchers. How do the ideals of formative assessment translate across varied cultures?
This program considers assessment for learning through a variety of cultural lenses in order to answer how we might best design instruction and learning experiences for all learners in our classrooms. This program sees cultural diversity as necessary for innovation and innovation as necessary for improving outcomes for learners.
Big Ideas
- Assessment can be used as a tool for oppression and used to divide.
- Assessment approaches are value laden. Understanding the values beneath our own assessment practices and those from cultures different from our own enables us to be more inclusive and effective as practitioners.
- Characterizing learning approaches as culturally based is problematic as it minimizes the impact of local variations and the variations within cultural groups – however, some generalizations are distinguishable and can be helpful for practitioners.
- A both/and perspective invites innovation into our practice.
- Unexamined bias about how people from cultures other than our own engage in schooling / learning can impact our classroom practice and relationships with families in unhelpful and harmful ways.
Schedule
Synchronous Sessions: Thursdays 4:30-6:00pm PT
- January 11, 2024
- January 25, 2024
- February 15, 2024
- March 7, 2024
- April 4, 2024
- April 18, 2024
- May 2, 2024
Facilitator
Brooke Moore
District Principal of Inquiry and Innovation
Delta School District.
Synchronous sessions will include guest speakers grounded in each of the cultural lenses being discussed.
Registration
Registration will be opening soon.
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