Teaching Spanish in the past few years made me realize the importance of promoting diversity in the classroom. The target language has its own differences in grammar structure, vocabulary and the learning context. When we talk about Spanish acquisition, we also refer to the implications of learning about the cultural background. Why is it important to learn a foreign language? How many Spanish speakers are in the world? Where are the Spanish-speaking countries located? When I ask these questions, I noticed that learners need to become more aware of the purpose of learning a second language. If students realized the importance of developing their Spanish skills, they would understand their benefits beyond the classroom as well. Based on this idea and after exploring issues of equity and racism in the school system, I decided to add my last question in my Assessment Design Checklist, which I have shared with you a few weeks before in this blog.
My new questions is: what strategies can be used to promote equity in the classroom and a real appreciation of cultural diversity?
Bridging the gap between cultures and having an open conversation about inequity in a foreign language class will be a challenge when the main goal is to acquire knowledge and succeed in the target language, however through more clear assessments, it would be possible to bring discussions on these topics and create a more comfortable and diverse environment.
Another way to improve my ADC was also modifying question 3 regarding students’ learning and long term goals. This way, it will be easier to focus on academic goals when designing assessments in the future.
Question 3 was: What content will provide a real understanding of the subject?
New question: How does this assessment contribute to achieving a long-term goal?
I want to encourage my students to develop their Spanish skills beyond the classroom and elevate the status of the target language. If they identify these essential objectives, they will enjoy the learning experience and understand the importance of long-term goals.
Adding these modifications to my Checklist helped me identify different approaches in how I see assessments and the impacts in classroom interactions. As I grow in the field of education and seek new experiences for my career, having a checklist is critical for my future as a curriculum developer or lesson plan creator.
References
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. doi:10.1080/0969594X.2010.513678
DeCuir, J. T., & Dixson, A. D. (2004). So when it comes out, they are’t that surprised that it is there: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26 -31. https://journals-sagepub-com.proxy1.cl.msu.edu/doi/pdf/10.3102/0013189X033005026
Hattie, John, and Helen Timperley (2007). “The Power of Feedback.” Review of Educational Research, vol. 77, no. 1, 2007, pp. 81-112. ProQuest, http://ezproxy.msu.edu/login?url=https://www-proquest-com.proxy1.cl.msu.edu/scholarly-journals/power-feedback/docview/214113991/se-2?accountid=12598.
Nicol, D., & Macfarlane, D. D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi-org.proxy2.cl.msu.edu/10.1080/03075070600572090
Niguidula, D. (2005). Documenting learning with digital portfolios. Educational Leadership, 63(3), 44-47.
Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66-70.
Quellmalz, E.S. (2013). Technology to support next-generation classroom formative assessment for learning. WestEd.
Van den Berghe, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning: Current practices in primary schools. British Journal of Educational Psychology, 83, 341-362.
Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining racial bias in education. Educational Researcher, 45(9), 508-514. https://journals-sagepub-com.proxy1.cl.msu.edu/doi/epub/10.3102/0013189X16683408
Wiggins, G.P. & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development. Retrieved from https://ebookcentral-proquest-com.proxy2.cl.msu.edu/lib/michstate-ebooks/detail.action?docID=3002118
Comments