Read Dr. Erika D. Tate’s ASCD Article: Advancing Fair and Equitable Digital Assessment

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The COVID-19 pandemic has prompted educators to reconsider the role of technology in learning. School closures took technology from the category of “nice to have” to necessary, as communities have worked to encourage legislators to address the digital divide. At the same time technology shifted from the margins to the center of instruction, ongoing movements against systemic racism and police violence have given rise to equity conversations across the country.

Discussions of racism have broadened to acknowledge historical, systemic policies and practices that have led to health, wealth, and schooling inequities for communities of color. These conversations have included more nuanced dialogue with specific language (e.g., anti-Black racism) and the consideration of people’s intersectionality (e.g., Black women). For many, these conversations are acknowledgements of their worldviews and personal experiences. For others, they offer a new vantage point for seeing the world. As we advance equity in our learning communities, these insights require us to bring into focus the identities, experiences, and needs of our learners in every aspect of their learning—including assessment.

To apply what we’ve learned this past year, we must interrogate our practices alongside colleagues to ensure our digital instruction meets the needs of every learner. We must start questioning how digital learning software can provide a more equitable learning experience by inviting and supporting every student to demonstrate what they know and can do.

Applying an Equity Lens to Assessment Practice

Formative and summative assessments are windows into students’ thinking and make visible their successes and struggles. Read more on the ASCD website.


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