How has this course challenged me?
This course has challenged me to find ways to extend and expand my thinking, reflection, and practice surrounding EDI (Equity, Diversity, Inclusion). I am inspired to continue my research on EDI in assessment and evaluation to encourage evolution and growth at our school division level. I have been passionate about inclusion for many years, and it was validating to learn that many of my instincts and honed practices from my professional experiences and learning are widely supported in educational research. Zaretta Hammond’s work really resonates with my own beliefs and values. Exploring options to create opportunities to connect with students and build their trust in “culturally-grounded” ways is a key message shared by Hammond (2020a) and one that I will carry forward in my own evolving assessment and learning philosophy.
I have always had a strong belief that all students have the capacity to learn; however, what that looks like for each person may differ greatly. This belief is situated in a social constructivist mindset and is evolving to include an emphasis on culturally responsive teaching. Ensuring that assessment is utilized in a manner that honors the diversity of each student (Montenegro & Jankowski, 2017) is a responsibility that all educators need to embrace. Encouraging and embracing opportunities for each student to share their voice is a necessary component of inclusion (Messiou, 2006) and is an area I endeavour to support and encourage all staff to learn more about.
What questions do I still have?
There are so many barriers and challenges in education, and I believe that many long overdue changes are required in assessment and evaluation. Creating a positive school culture is something that I have always considered a strength of mine, and still do. However, my thinking has been challenged in that I have lost sight of where grading belongs in that construct. If I am truly to embrace my own learning and support growth in those around me, I will need to have courageous and uncomfortable conversations about the role of grading using a culturally responsive lens. Historically, grades are one of the most powerful and significant indicators of achievement, but more importantly how each student views themselves based on their grade and how they are judged by others is deeply rooted in traditional assessment practices (Feldman, 2017).
I have many questions to reflect upon and consider as I determine my path moving forward.
Here is a sample of some of my wonderings:
What can I do to facilitate an EDI mindset and encourage others to become passionate about becoming culturally responsive teachers to support the success of all types of learners?
How do I facilitate much needed change in multiple areas of assessment while juggling all my other professional responsibilities and an already overflowing plate?
How do I inspire others to desire impactful systematic change?
How will I encourage others to reflect and embrace a shift in their assessment beliefs and practices?
Grading practices need to change! Where do I start? (Feldman, 2023)
A culturally responsive lens is absolutely imperative to support student success and to honor equity and inclusive teaching and assessment practices (Feldman, 2017; Hammond, 2020a; Hudson, 2020). What types of PD (professional development) sessions or other strategies will be needed to inspire others to embrace this significant cultural shift?
How will I extend my learning?
I must admit that my reflexivity while doing this course has inspired me to push myself to find time to support impactful change beyond my school setting. If my goal is to share what I have learned and facilitate others to deepen their learning and understanding, then I must embrace my reflexivity and examine the barriers that are impacting my ability to share my passion.
Some ideas that I have for extending my learning include the following:
Continue to pursue what I am passionate about through additional reading and research. Collect the data and utilize it to support a shift in practice.
Use intentionality to create accountability in my own learning. Prioritize this learning as one of the goals in my PGP (professional growth plan).
Seek out and facilitate or host conversations with admin colleagues. These gatherings can be pursued at our monthly admin meetings, and I would like to encourage a book study or dedicate some PLC (professional learning community) time for regular dialogue around assessment, evaluation, equity, diversity, inclusion, feedback, and culturally responsive practice.
Maintaining and continuing to grow this new website. I am excited to create a digital storage locker to house past, current, and future learning. This will allow me to document and learn from my educational journey.
There is so much learning to unpack from this course, but also so much more to embrace if I am going to impact change with students, staff, and policy at our school division. These are important components to consider to support a shift in meeting the needs of students and to honor their ability to experience success in assessment and evaluation.
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