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ERIC Number: EJ1148465
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: ERIC
ISSN: ISSN-1553-541X
Identity Affirmed, Agency Engaged: Culturally Responsive Performance-Based Assessment
Rosa, Ricardo
Voices in Urban Education, n46 p55-60 2017
Performance-based assessment is unquestionably superior to the instrumental rationality of high-stakes standardized testing and the audit culture that testing regimes inspire. It is more likely to engender opportunities to witness the un-measureable: vision, imagination, and compassion. Performance assessments must be culturally responsive in order to truly serve the needs of students from all backgrounds. It must minimize the distance between learning and everyday life--a gap so often dismissed in schooling. It must be critical in stimulating engaged learning, and it must be critical in provoking social agency. If performance-based assessment is going to be of any value, it must be situated within a comprehensive process that animates educators to move beyond our own comfort zones and assist us in being more self-reflective, equity minded, and socially engaged.
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A