Transforming teacher role and practice: Assessment at the center

To address persistent inequities in learning outcomes for racially and culturally minoritized students, many U.S. high schools are adopting a competency-based education (CBE) approach. However, CBE lacks an explicit focus on cultural responsiveness, which is essential to fostering equitable, supportive environments and outcomes for racially and culturally diverse learners. Integrating CBE with culturally responsive education (CRE) is necessary, as without a foundation in CRE, competency-based practices may neglect important issues related to race, identity, culture, and power dynamics; and conversely, without a strong grounding in CBE, attempts to improve cultural responsiveness may rely on flawed assessment methods that perpetuate inequities for students from marginalized communities. Although existing literature has substantiated the need for significant shifts in teachers’ role to enact CBE and CRE, and although evolving research on an emergent integrated approach has highlighted the need to deepen teacher learning about CRE, there is an absence of literature addressing the critical role of assessment, which can either support or undermine the effectiveness of these efforts on actual student outcomes. The purpose of this study was to understand how a CBE-CRE approach supports transformation of teacher assessment practice from a traditional approach to one that disrupts power imbalances and structures of oppression and promotes student agency, identity, and learning. This exploratory study utilized a qualitative case study design focused on four public high school teachers at one high school site. Data were gathered through in-depth interviews guided by three central questions: how teachers understand CBE and CRE intersections in assessment, what factors shape their assessment perspectives, and how CBE or CRE influences their role in addressing power dynamics within assessment. Findings reveal that teachers view the integration of CBE and CRE in assessment as a move from traditional assessment toward a more learning-centered approach. Teachers indicated greater familiarity and application of competency-based principles and less developed insights into CRE. The findings highlight assessment as a crucial lever for equitable practice and emphasize the need for transformative learning—driven by critical reflection—to deepen understanding of culture in learning and to empower teachers to challenge conventional power structures and norms in assessment. Implications, including an emergent conceptual framework, for schools, districts, and teacher preparation programs committed to transforming teaching, learning, and assessment practices to advance equitable outcomes for all students are presented.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Pitcher, Mary Ann

Contributors dc:contributor

• Hood, Denice W
• Pak, Yoon
• Farrington, Camille
• Hale, Jon

• Competency-based Education
• Culturally Responsive Education
• Teacher Assessment Practice
• Equity In Education
• Transformative Learning
• Qualitative Case Study

Statement dc:rights

• Copyright 2024 Mary Ann Pitcher

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/127215

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F127215