Beyond Deficit Assessment in Bilingual Primary Schools

Autor/inn/en	Knoester, Matthew; Meshulam, Assaf
Titel	Beyond Deficit Assessment in Bilingual Primary Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 3, S.1151-1164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knoester, Matthew) ORCID (Meshulam, Assaf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1742652
Schlagwörter	Bilingual Education; Bilingual Schools; Bilingual Students; Minority Group Students; Standardized Tests; Alternative Assessment; Culturally Relevant Education; Empowerment; Cultural Awareness; Student Development; Critical Theory; Race; Elementary Education; Spanish; English + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingual scholl; Bilinguale Schule; Standadised tests; Standardisierter Test; Cultural identity; Kulturelle Identität; Kritische Theorie; Rasse; Abstammung; Elementarunterricht; Spanisch; English language; Englisch
Abstract	In this paper, we analyze the harm that high-stakes standardized tests in the U.S. render to maintenance-oriented dual-language bilingual primary schools and, in particular, to minoritized bilingual learners. We argue that these schools must resist the negative incentives and prevailing logic that passing standardized tests is crucial for students' future success and act to mitigate the potential harm to their school missions and pedagogy that this form of assessment presents. The alternative anti-deficit qualitative approaches to assessment we describe here rely on assessments of student learning and knowledge that are strengths-based, culturally aware and mindful, and seek to motivate students to accomplish ambitious, albeit differentiated, goals. These assessments carry a tone of empowerment and cultural affirmation and foster positive academic identity development of emergent bilingual children. We hope here to persuade that these assessments will assist dual-language bilingual primary schools to resist the neoliberal pressure to tie high-stakes decisions to standardized testing, which impair the cultural, educational, and personal development of their most vulnerable students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01