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Informal Assessment Teachers ask students questions during class as a way of informal assessment. However, cultural differences exist in the function of questions. In African and Asian cultures, children are expected to listen and not to ask questions (Ner- 136 | International Journal of Critical Pedagogy | Vol. 6 No. 2, 2015 love & Snipper, […]

Other Sources of Bias While significant progress has been made in development of unbiased tests, other sources of bias may present an obstacle to educating culturally diverse stu- dents. Teachers’ different expectations for students of various racial or social class- es are correlated with less effective instructional practice (Leacock, 1969; Murray, 1996). Teachers lack the

Cultural Biases of Placement in Special Education Key educational and life decisions, such as placement in special education classes, are based on the results of standardized tests (Gopaul-McNicol & Ar- mour-Thomas, 2002). Unjustifiable reliance on IQ and other evaluation tools (Losen & Orfield, 2002) has been cited as one of the factors contributing to the

Cultural Biases in Achievement Motivation Self image and motivation can also vary greatly by culture. Americans have a tendency to see themselves positively, which is critical for emotional well-be- ing (Baumeister, Tice, & Hutton, 1989; Taylor & Brown, 1988). U.S. culture highlights the importance of self-esteem and emphasizes it in everyday life as a key

Cultural Biases of Differential Effect of Acculturation Acculturation is the result of cultural adaptation due to intercultural contact, which is mainly considered as immigrants’ adapt to the host (dominant or main- stream) culture. Less acculturated immigrant students from cultures with empha- sis on strong ties to family may experience more difficulty learning to read English

Cultural Biases in Interpretation and Meaning of Words in Assessment What is considered wise in one society may not be considered wise in another; the value and meaning of intelligence depends on cultural norms. Demonstrating the culturally-specific nature of knowledge and intelligence, Cole, Gay, Glick, and Sharp (1971) conducted an experiment in which Western participants

Abstract Culture and background may lead to the inaccuracy of assessments, including traditional tests and alternative assessments. Standardized tests intend to measure intelligence and general knowledge, but they are normed based on the knowledge and values of the majority groups, which can create bias against minority groups, including gender, race, community status, and persons with

Strategies that embed the mission and vision Mission statement “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking” Vision statement Students will “Own Their learning” Strategies that embed the mission and vision It is possible for a school to convey its ethos, mission, goals, and

10/20 – Strengthening Curricular Programs to Promote Continuous School Improvement You are a principal and your school is assigned a curriculum support specialist from the district office. As the first weeks of the new school year pass, you observe that the specialist spends most of her days in her office and does not seem to

Student Code of Conduct Acting as the new principal of your school, and incorporating your Clinical Field Experience information, develop an original student code of conduct that aligns to the school’s vision and mission, promotes every student’s academic and social success, and establishes a positive learning environment conducive to protecting students and school personnel. Include