October 22, 2021 | 2:30 – 4:00 PM

Exploring how classroom formative and summative assessments can better serve diverse and minoritized learners. This webinar will explore a new approach to classroom assessment that takes into account historical and continuing discrimination. This webinar will explore the practical implications of the five design principles that currently make up the CSCA framework:

Use sociopolitical controversies to problematize content in instruction and assessments
Support broad “transfer in” of diverse funds of knowledge and identity via informal assessment of classroom discourse
Curb undue social authority to decenter culturally dominant experiences and ways of knowing
Create opportunities for marginalized students to have authority in formal and informal feedback.
Ensure equitable accountability by holding all students accountable for diverse ways of knowing.

Presenter:  Dan Hickey

Professor at Indiana University, Bloomington, Learning Sciences Program
Dan Hickey is also a Research Scientist with the Center for Research on Learning and Technology and teaches in the Certificate in Assessment and Evaluation Methods (Online). He has a Ph.D. in Psychology, from Vanderbilt University, and Postdoctoral Fellowship, from ETS Center for Performance Assessment. His research interests include motivation, assessment, and supporting learning using technological innovations.