Discussion Post for Caroline, Melody, Steeve, and A.B.

We have already discussed how the English that has been standardized as academic is a fluke and random choice of those in power.  This version of English is often used to exclude certain minoritized students from opportunities that can serve as gateways into different socioeconomic classes.  We have also discussed how literacy can involve an understanding of widely different kinds of texts.  Knobel (2001) asserts that “Educators need to reflect critically on what learning and expertise is overlooked when pencil-and-paper tests are used to assess a student’s ‘learning,’ in order to be sure that they are not playing into the hands of injustice.” I would like to talk about times when people in the group have felt that a certain test or assessment was not a fair or accurate gauge of their learning.  I would also like to hear the group’s ideas about how to design our own classes so that we can assess learning in ways that are just and give every student an equitable opportunity to share his or her work.  Also, what are some of the practices that allow teachers to realize what their students’ individual strengths are so they can capitalize on those skills to maximize both student learning and engagement?