Abstract
In response to the COVID-19 pandemic, two educators transformed assessment and feedback methods centering student voices in instructional design. Through a cycle of learning, application, and reflection, they researched, implemented, and refined theories related to social-emotional learning, improvement science, literacy, and standards-based grading practices. Such practices helped to shift assessment and feedback structures in the advanced English Language Arts classroom in order to understand students more deeply, reduce barriers to learning, and elevate student agency and voice. These reflections were then applied to improving the planning, assessment, and feedback cycle for this class in order to improve student growth and instructional outcomes. Student voice aids in the development of a culture of belonging, inclusion, and a growth based mindset for both educators and learners. Implications of this research and these structures involve more equitable outcomes, growth in social-emotional learning, and greater student engagement, success, satisfaction in the learning environment. Further implications include more representational and successful advanced courses due to structures for success, strong relationships with instructors, and the development of a focus on learning through mistakes. These shifts stand in direct opposition to the traditional learning environment, which creates and reinforces barriers to improvement and growth for students and educators. These educator-researchers evaluate and analyze both qualitative and quantitative data derived from student interviews and surveys to argue for their method and tools that shift practices in planning, instruction, assessment, and feedback to improve outcomes for students, educators, and whole educational systems.
Details
Presentation Type
Theme
KEYWORDS
Teacher Development, Curriculum, Assessment, Pedagogy, Student Voice, Social-Emotional Learning, Growth
