By Micki Evans and Charity Marcella Moran
“There needs to be a lot more emphasis on what a child can do instead of what he cannot do.”
-Dr. Temple Grandin
A Student Named Tyler
Once upon a time, there was a student named Tyler who had autism. Tyler was a bright and curious child who loved learning about science and technology. Despite his strong interest in these subjects, Tyler struggled with traditional forms of assessment, such as multiple choice tests and written essays. He found it difficult to demonstrate his understanding of complex concepts in a way that aligned with the expectations of his teachers. Despite his struggles, Tyler's teachers were determined to accurately evaluate his learning and progress. Unfortunately, they relied heavily on standardized tests and other rigid forms of assessment that did not take into account Tyler's unique strengths and challenges. As a result, Tyler often felt frustrated and discouraged, and his test scores did not accurately reflect his knowledge and abilities. One day, Tyler's new teacher, Mrs. Stills, introduced a different approach to assessment. She encouraged Tyler to create a portfolio of his work, which included projects and presentations he had created on his own time. She also incorporated self-reflection and performance-based tasks into her evaluations, and took into account Tyler's interests and background.
With these new assessments, Tyler was able to showcase his knowledge and understanding in a way that felt more authentic and meaningful to him. He was no longer limited by traditional forms of evaluation, and was able to demonstrate his true potential. Mrs. Stills’ liberatory assessment practices allowed Tyler to feel valued and supported in his learning, and gave him the confidence to continue pursuing his passions. In the end, Tyler AND Mrs. Stills learned that assessment can be a powerful tool for promoting learning and growth, but it is important to approach it in a way that is inclusive and equitable for all students, including those with autism.
The power of PbL is connecting learning to life outside of school. The same is true for liberatory pedagogy.
“(L)iberatory pedagogy flips the classroom on its head, treats students as co-creators of knowledge that learn alongside the teacher, and have a say in what they learn. By centering student voice and choice, students are liberated to lead their learning and make meaningful connections to the world around them. This helps develop a critical consciousness in which students are empowered to identify, question and solve relevant problems in society rather than passively absorb knowledge for no other reason than to be tested on." (F. Fischer, 11/2/2020 p.1)
https://techaccess.org/leadingliberated/.
What are Liberatory Assessment Practices?
Liberatory assessment practices refer to educational assessment methods that prioritize empowering students and communities, promoting equity and social justice, and undermining oppressive structures and power imbalances. They focus on students' strengths, interests, and cultural backgrounds, and encourage them to take an active role in their own learning and assessment process. Liberatory assessments aim to provide a more meaningful, authentic, and relevant evaluation of student learning and growth, rather than simply testing for rote knowledge or conformity to predetermined standards. The background of liberatory assessment practices stems from critiques of traditional forms of assessment that are seen as oppressive and limiting to students' growth and development. Traditional assessments, such as standardized tests, have been criticized for perpetuating cultural biases, reinforcing inequalities, and narrowing the curriculum to focus solely on what can be tested. “Many communities [of color] have suffered the most from high-stakes testing. Since their inception almost a century ago, the tests have been instruments of racism and a biased system. Decades of research demonstrate that Black, Latin(o/a/x), and Native students, as well as students from some Asian groups, experience bias from standardized tests administered from early childhood through college.” (J.Rosales & T. Walker, 3/20/21 p. 1)
https://www.nea.org/advocating-for-change/new-from-nea/racist-beginnings-standardized-testing
In response, liberatory assessment practices emerged as an alternative approach, rooted in the principles of liberation pedagogy and critical education. The goal is to shift away from traditional assessments that prioritize compliance and conformity, and towards forms of assessment that value students' experiences, perspectives, and agency.
Liberatory assessment practices draw upon a variety of critical and feminist theories, as well as cultural and educational research, to challenge the ways in which power and knowledge are constructed and transmitted through the assessment process. The ultimate aim is to create more equitable and just educational experiences for all students, particularly those who have been marginalized by traditional assessments.
Liberatory Assessment - Tyler’s Story
Let’s circle back to Tyler and Mrs. Stills. Liberatory assessment practices in the Place-based learning experiences that we design have implications for ALL children including students with autism in that they provide an alternative approach to assessment that can better meet the needs of ALL students. Children with autism, like Tyler, may experience difficulties with traditional forms of assessment that rely on standardized tests or other rigid evaluation methods. They may struggle with the social and communication demands of these assessments, or have difficulty demonstrating their knowledge in a way that aligns with traditional assessment practices. Liberatory assessment practices and decolonized PbL experiences offer a more inclusive and flexible approach to assessment, allowing for accommodations and modifications that can better support children with autism. This may involve incorporating assessments that take into account the strengths and interests of the child, such as portfolios, self-reflection, or performance-based tasks. It may also involve incorporating the child and their family in the assessment process, and considering the child's cultural and linguistic background.
By adopting liberatory assessment practices, educators can help ensure that children with autism are able to fully participate in the assessment process and have their learning accurately and fairly evaluated. This can help promote a more inclusive and equitable educational experience for children with autism, and support their growth and development.
Implementing authentic equitable assessment practices moves us closer to providing opportunities for all students to succeed, not just in academics but in life skills, sense of self and pride in their identity and cultural traditions. How will you infuse these concepts into your instruction this week? Comment below & talk with us more on Twitter @PBLPath.
“There needs to be a lot more emphasis on what a child can do instead of what he cannot do.”
-Dr. Temple Grandin
A Student Named Tyler
Once upon a time, there was a student named Tyler who had autism. Tyler was a bright and curious child who loved learning about science and technology. Despite his strong interest in these subjects, Tyler struggled with traditional forms of assessment, such as multiple choice tests and written essays. He found it difficult to demonstrate his understanding of complex concepts in a way that aligned with the expectations of his teachers. Despite his struggles, Tyler's teachers were determined to accurately evaluate his learning and progress. Unfortunately, they relied heavily on standardized tests and other rigid forms of assessment that did not take into account Tyler's unique strengths and challenges. As a result, Tyler often felt frustrated and discouraged, and his test scores did not accurately reflect his knowledge and abilities. One day, Tyler's new teacher, Mrs. Stills, introduced a different approach to assessment. She encouraged Tyler to create a portfolio of his work, which included projects and presentations he had created on his own time. She also incorporated self-reflection and performance-based tasks into her evaluations, and took into account Tyler's interests and background.
With these new assessments, Tyler was able to showcase his knowledge and understanding in a way that felt more authentic and meaningful to him. He was no longer limited by traditional forms of evaluation, and was able to demonstrate his true potential. Mrs. Stills’ liberatory assessment practices allowed Tyler to feel valued and supported in his learning, and gave him the confidence to continue pursuing his passions. In the end, Tyler AND Mrs. Stills learned that assessment can be a powerful tool for promoting learning and growth, but it is important to approach it in a way that is inclusive and equitable for all students, including those with autism.
The power of PbL is connecting learning to life outside of school. The same is true for liberatory pedagogy.
“(L)iberatory pedagogy flips the classroom on its head, treats students as co-creators of knowledge that learn alongside the teacher, and have a say in what they learn. By centering student voice and choice, students are liberated to lead their learning and make meaningful connections to the world around them. This helps develop a critical consciousness in which students are empowered to identify, question and solve relevant problems in society rather than passively absorb knowledge for no other reason than to be tested on." (F. Fischer, 11/2/2020 p.1)
https://techaccess.org/leadingliberated/.
What are Liberatory Assessment Practices?
Liberatory assessment practices refer to educational assessment methods that prioritize empowering students and communities, promoting equity and social justice, and undermining oppressive structures and power imbalances. They focus on students' strengths, interests, and cultural backgrounds, and encourage them to take an active role in their own learning and assessment process. Liberatory assessments aim to provide a more meaningful, authentic, and relevant evaluation of student learning and growth, rather than simply testing for rote knowledge or conformity to predetermined standards. The background of liberatory assessment practices stems from critiques of traditional forms of assessment that are seen as oppressive and limiting to students' growth and development. Traditional assessments, such as standardized tests, have been criticized for perpetuating cultural biases, reinforcing inequalities, and narrowing the curriculum to focus solely on what can be tested. “Many communities [of color] have suffered the most from high-stakes testing. Since their inception almost a century ago, the tests have been instruments of racism and a biased system. Decades of research demonstrate that Black, Latin(o/a/x), and Native students, as well as students from some Asian groups, experience bias from standardized tests administered from early childhood through college.” (J.Rosales & T. Walker, 3/20/21 p. 1)
https://www.nea.org/advocating-for-change/new-from-nea/racist-beginnings-standardized-testing
In response, liberatory assessment practices emerged as an alternative approach, rooted in the principles of liberation pedagogy and critical education. The goal is to shift away from traditional assessments that prioritize compliance and conformity, and towards forms of assessment that value students' experiences, perspectives, and agency.
Liberatory assessment practices draw upon a variety of critical and feminist theories, as well as cultural and educational research, to challenge the ways in which power and knowledge are constructed and transmitted through the assessment process. The ultimate aim is to create more equitable and just educational experiences for all students, particularly those who have been marginalized by traditional assessments.
Liberatory Assessment - Tyler’s Story
Let’s circle back to Tyler and Mrs. Stills. Liberatory assessment practices in the Place-based learning experiences that we design have implications for ALL children including students with autism in that they provide an alternative approach to assessment that can better meet the needs of ALL students. Children with autism, like Tyler, may experience difficulties with traditional forms of assessment that rely on standardized tests or other rigid evaluation methods. They may struggle with the social and communication demands of these assessments, or have difficulty demonstrating their knowledge in a way that aligns with traditional assessment practices. Liberatory assessment practices and decolonized PbL experiences offer a more inclusive and flexible approach to assessment, allowing for accommodations and modifications that can better support children with autism. This may involve incorporating assessments that take into account the strengths and interests of the child, such as portfolios, self-reflection, or performance-based tasks. It may also involve incorporating the child and their family in the assessment process, and considering the child's cultural and linguistic background.
By adopting liberatory assessment practices, educators can help ensure that children with autism are able to fully participate in the assessment process and have their learning accurately and fairly evaluated. This can help promote a more inclusive and equitable educational experience for children with autism, and support their growth and development.
Implementing authentic equitable assessment practices moves us closer to providing opportunities for all students to succeed, not just in academics but in life skills, sense of self and pride in their identity and cultural traditions. How will you infuse these concepts into your instruction this week? Comment below & talk with us more on Twitter @PBLPath.
