Guidelines for Equitable Assessment
Koelsch, Estrin, and Farr (1995) suggest that teachers use the following guidelines when preparing and administering assessments:
- "Link assessment content to student experiences in and out of the classroom.
- Construct or modify (capitalize on flexibility) assessment tasks/items to suit students' known ways of thinking and demonstrating their learning.
- Consider language demands of assessments, students' competence to respond, and ways to expand opportunities to build necessary language proficiency.
- Be sure that students understand what it is they are expected to do on an assessment. Re-phrase, translate, give synonyms, use examples, paraphrase as necessary.
- Allow students the time they need to complete an assessment.
- Allow students choices whenever possible.
- Always use more than one measure to evaluate student learning. Never rely on a single assessment to make a major decision, particularly with English-language learners.
- Document contexts of assessment (conditions, supports, mediation, time required, particular problems/solutions).
- Moderate assessments with other teachers (to aid in interpretation of student work), especially including teachers or paraprofessionals from students' own linguistic/cultural communities." (p. 70)
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