CPI Special Issue: "All That Glitters is Not Gold:  Culturally Responsive Online Assessment and Pedagogy in Uncertain Times"

Kim Koh; Jennifer Lock; Cecille DePass

doi:10.18733/cpi29704

Authors

Kim Koh University of Calgary https://orcid.org/0000-0001-8315-4299
Jennifer Lock University of Calgary https://orcid.org/0000-0002-0605-9500
Cecille DePass University of Calgary

DOI:

https://doi.org/10.18733/cpi29704

Abstract

Introduction to the Summer, 2023 (Volume 15, No. 10) Special Issue of Cultural and Pedagogical Inquiry titled "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times featuring Guest Editors Kim Koh, Jennifer Lock and Cecelle DePass. This Special Issue captures poems, narratives, reflections, and studies on assessment and pedagogical practices from elementary schools to initial teacher preparation programs during the pandemic.

Author Biographies

Kim Koh, University of Calgary

Dr. Kim Koh is a Professor and Chair of Learning Sciences from the Werklund School of Education at the University of Calgary.

Jennifer Lock, University of Calgary

Dr. Jennifer Lock is a Professor and Vice Dean of the Werklund School of Education, University of Calgary.

Cecille DePass, University of Calgary

Dr. Cecille DePass is an Associate Professor Emerita at the University of Calgary, and Co-Founder and Editor of Cultural and Pedagogical Inquiry.

References

Bennett, R. E. (2002). Inexorable and inevitable: The continuing story of technology and assessment. Journal of Technology, Learning, and Assessment, 1(1), 1-14. https://ejournals.bc.edu/index.php/jtla/article/view/1667

Bennett, R. E. (2015). The changing nature of educational assessment. Review of Research in Education, 39(1), 370-407. https://doi.org/10.3102/0091732X14554179

Bennett, R. E. (2023).Toward a theory of socioculturally responsive assessment. Educational Assessment. https://doi.org/10.1080/10627197.2023.2202312

Bernstein, B. (1977). Class, codes and control: Toward a theory of educational transmissions. Routledge and Kegan Paul.

Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.

Gordon, E. W. (2008). The transformation of key beliefs that have guided a century of assessment. In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 3-6). Lawrence Erlbaum Associates.

Hood, S. (1998). Culturally responsive performance-based assessment: Conceptual and psychometric considerations. Journal of Negro Education, 67(3), 187-196. https://doi.org/10.2307/2668188

Koh, K., Chapman, O., & Lam, L. (2022). Exploring the integration of virtual reality into the design of authentic assessmentsfor STEM learning. In S. Keengwe (Ed.), Handbook of Researchon Transformative and Innovative Pedagogies in Education (pp. 18-35). IGI Global.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers for African American children. Jossey-Bass.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.https://doi.org/10.2307/1163320

Ma, J. K-H. (2021). The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries. International Journal of Comparative Sociology, 62(2), 115-140.

Nye, C. D. (2022). Technology-based assessments: Novel approaches to testing in organizational, psychological, and educational settings. International Journal of Testing, 22(3-4), 213-215. https://doi.org/10.1080/15305058.2022.2143173

OECD. (2020). Learning remotely when schools close: How well are students and schools prepared? Insights from PISA. https://read.oecd-ilibrary.org/view/?ref=127_127063-iiwm328658&title=Learning-remotely-when-schools-close

Osborne R., Dunne E., & Farrand P. (2013). Integrating technologies into “authentic”assessment design: An affordances approach. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.21986

Pellegrino, J. W., & Quellmalz, E. S. (2010). Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119-134.

Schleicher, A. (2020).Education disrupted –education rebuilt: Some insights from PISA on the availability and use of digital tools for learning. OECD Education and Skills Today. https://oecdedutoday.com/coronavirus-education-digital-tools-for-learning/

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59. https://doi.org/10.1162/0011526054622015

Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 503-524). Information Age Publishers.

Trumbull, E., & Nelson-Barber, S. (2019). The ongoing quest for culturally responsive assessment for indigenous students in the U.S. Frontiers in Education, 4(40), 1-11. https://doi.org/10.3389/feduc.2019.00040

UNESCO. (2020). Education: From school closure to recovery. https://en.unesco.org/covid19/educationresponse

United Nations Children’s Fund and International Telecommunication Union. (2020). How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic. UNICEF. https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34, 179-225. https://doi.org/10.3102/0091732X09349791

Whitelock, D. (2009). Editorial: e-Assessment: Developing new dialogues for the digital age. British Journal of Educational Technology, 40(2), 199-398. https://doi.org/10.1111/j.1467-8535.2008.00932.x