The present study examines how classroom assessment can be taught more effectively by leveraging cultural background knowledge. An assets-based approach is used to teach reliability and validity as essential tools for improving learning outcomes in everyday classroom assessment. The present study moves beyond a surface-level understanding of classroom assessment and strives to make these variables more meaningful so that teacher candidates are better equipped to use them in their evolving professional practice. Using action research as a methodological approach, I engaged in a self-study to determine which instructional strategies would best enhance student learning. The theoretical framework integrates culturally responsive and culturally relevant pedagogy with a critical view of assessment concepts. These variables become more engaging when they are situated in students’ lived experiences. Participants included Hispanic undergraduate teacher candidates attending a Hispanic-serving institution in the Southwestern United States. As part of the instructional intervention, participants discussed their favorite places to eat tacos or hamburgers. I then leveraged their cultural background knowledge to form analogical associations that strengthened their understanding of reliability and validity. Collected data focused on narratives generated through online pre- and post-discussion threads. Results indicate that participants were able to connect cultural background knowledge and deepen their practical understanding of these classroom assessment variables. This instructional strategy highlights how complex academic concepts can be made more accessible by leveraging shared social and cultural connections. Educators who wish to enhance student engagement by integrating academic content with cultural background knowledge should find this study informative.
Heriberto Godina (Fri,) studied this question.