angela clark-oates, phd assistant professor writing ... · toth, c. (2018). directed self-placement...
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Promoting Equity with Anti-Racist
AssessmentsAngela Clark-Oates, PhD
Assistant Professor
Writing Program Coordinator
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• Group Activity: Think Pair Share
• Background and Context
• Conceptual Framework for Teaching and Administration
• Theory-Informed Reflection
• Theoretical Framework
• Localizing Theory through Professional Learning
• Brown Bag Seminars
• Directed Self-Placement
• Labor-Based Grading Contracts
• Book Club
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• What is the most salient value you
convey to students through your
writing assessment?
Think Pair Share
Poll
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Background and Context
A Path Toward Anti-Racist Writing Assessment
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Teacher Scholar: A Commitment to Becoming
”We must learn to ask new and different questions and to find
more and better ways to listen to the multidimensional voices
that are speaking from within and across many of the line that
might divide us as language users—by social and political
hierarchies, geography, material circumstances, ideologies,
time and space, and the like” (Royster & Kirsch, 2012, p. 4)
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Conceptual Framework: Praxis Oriented
Action
Reflection
Theory
• Teaching as intellectual labor
• Inquiry as Stance (Cochran-Smith & Lytle, 2009)
• Commitment to “Continually
Becoming Literate” (Inoue, 2009)
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Theory Informed Reflection
A Path Toward Anti-Racist Writing Assessment
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Theoretical Framework: AntiRacist Writing
Assessment Ecologies • “Provides for the complexity and holistic nature of assessment
systems, the interconnectedness of all people and things,
which includes environments, without denying or eliding
linguistic, cultural, or racial diversity, and the politics inherent
in all uneven social formations” (Inoue, 2015, p. 77)
• “Builds on equity and inclusion while also engaging students in
the politics of language” (Inoue, 2019, p. 4).
• “Question[s] critically the structures and assumptions that
make up the reading and judging of all students and teachers
in the classroom” (Inoue, 2015, p. 80)
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From Theory Informed Reflection to
Localizing Theory through Action
A Path Toward Anti-Racist Writing Assessment
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Theory Informed Reflection
• How do we construct critical faculty agency in our writing program?
– “Instructors’ increased agency, intentionality, and agility is proportional to their willingness to investigate their own epistemologies and tacitly held values” (Flash, 2016, p. 230)
• How will we use professional learning as agency to change our practices?
– “Teaching that responds to human diversity and aims for cognitive flexibility requires a wide range of teaching strategies that are activated by sophisticated judgments grounded in disciplined experimentation, insightful interpretation of (often ambiguous) events, and continuous reflection.” (Darling Hammond & Snyder, 2000)
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Localizing Theory: Professional Learning
• Brown Bag Series
– Directed Self-
Placement Panel
– Grading
Contracts
– Writing Portfolios
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Brown Bag: Directed Self-Placement Panel
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Reflective Action: Revision to DSP
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Reflective Action: Revision to DSP
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Reflective Action: Revision to DSP
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How can DSP contribute to making
the CSUs more socially just?
From Toth, “Directed Self-Placement at ‘Democracy’s Open Door,’ in Writing Assessement, Social Justice, and the Advancement of Opportunity, edited by Mya Poe, Asao Inoue, and Norbert Elliot
Anonymous Poll
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Brown Bag: Grading Contracts
• Pedagogical Intersection of Various Interest
• Shared Accountability
• Collaborative Success
• Addresses the Diverse Needs of Students Across All
Spectrums
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Reflective Action: Grading Contracts in a
Graduate Seminar
• Inquiry-Based Approach
• Community of Learners
• Empirical Research
• Research for Change
• Differentiated Mentorship
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Reflective Action: Grading Contract as Pedagogy
• Collaborate on Assessment
Criteria
• Keep Labor Logs
• Engage in Revise and Resubmit
Process
• Encourage Self-Assessment
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Reflective Action: Student Feedback
• “I like the collaborative environment”
• I think all of the writing assignments were scaffolded well
• “I found the assignment feedback to be extremely valuable”
• “I felt overwhelmed by the number of assignments, but felt
better knowing the way I was being graded”
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What would you need to make contract
grading work in your own classes?
What would students, you, and the
institution need?
Please share in the Open Chat pod
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Localizing Theory: Professional Learning
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How is your practice informed by theory
and scholarship? How do you make time
to read and reflect?
To join the discussion, “raise your hand” using the icon at the
top of your screen. When called on, please click on the mic
icon and begin speaking.
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Localizing Theory: Professional Learning
• Programmatic
PLC focused on
equity and
shared expertise
– Action research
– Collaborative
Course Design
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Localizing Theory: GWAR Portfolio Pilot
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Localizing Theory: Programmatic Assessment
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Q & A
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Resources
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Center for Urban Education. Equity mindedness. Retrieved from
https://cue.usc.edu/about/equity/equity-mindedness/
Cochran-Smith & Lytle. Inquiry as stance: Practitioner Research for the Next
Generation. New York, NY: Teachers College Press.
hooks, bell. (1994). Teaching to Transgress. New York, NY: Routledge.
Inoue, A. (2009). Self-assessment as programmatic center: The first year writing
program and its assessment at California State University, Fresno. Composition
Forum, 20, Retrieved from
http://compositionforum.com/issue/20/calstatefresno.php
Inoue, A. (2015). Antiracist writing assessment ecologies. Retrieved from
https://wac.colostate.edu/books/inoue/ecologies.pdf
Inoue, A. (2019). Labor-based grading contracts: Building equity and inclusion in the
compassionate writing classroom. Retrieved from
https://wac.colostate.edu/books/perspectives/labor/
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Paris, D. (2017). Equity by design: On Educating Culturally Sustaining Teachers. Midwest and Plain Equity Assistance Center. Retrieved from https://files.eric.ed.gov/fulltext/ED580793.pdf
Poe, M. Reframing race in teaching writing across the curriculum. Across the Disciplines: A Journal of Language, Learning and Academic Writing. Retrieved from https://wac.colostate.edu/docs/atd/race/poe.pdf
Poe, M., Inoue, A., & Elliot, N. (2018). Introduction: The end of isolation. In M. Poe, A. Inoue, & N. Elliot (Eds), Writing Assessment, Social Justice, and the Advance of Opportunity (3-38). Louisville, CO: University Press of Colorado.
Stachowiak, B. (2018, June 14). Antiracist writing assessment ecologies with Asao Inoue @Teaching in Higher Ed Podcast. Retrieved from https://teachinginhighered.com/podcast/antiracist-writing-assessment-ecologies/
Toth, C. (2018). Directed self-placement at ‘democracy’s open door’: Writing placement and social justice in community college. In M. Poe, A. Inoue, & N. Elliot (Eds), Writing Assessment, Social Justice, and the Advance of Opportunity (137-170). Louisville, CO: University Press of Colorado.
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How can DSP contribute to making the CSUs more socially just?
From Toth, “Directed Self-Placement at ‘Democracy’s Open Door,’ in Writing Assessement, Social Justice, and the Advancement of Opportunity, edited by Mya Poe, Asao Inoue, and Norbert Elliot
Webcast Anonymous Poll Results:
• It makes curriculum visible to students
• DSP avoids culturally biased placement tests
• It empowers
• It’s student centered and equitable
• Student-specific
• Gives students agency