ERIC Number: EJ1455560
Record Type: Journal
Publication Date: 2025
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
EISSN: EISSN-1366-5898
Available Date: N/A
Justice-Oriented Assessment in Immigrant Serving Schools: A Critical Ethnographic Case Study of the Elements of Performance Assessment
International Journal of Qualitative Studies in Education (QSE), v38 n1 p162-179 2025
This critical ethnographic case study explores the impact of Performance-Based Assessment Tasks (PBATs) on high school dynamics and instructional practices, particularly in schools serving immigrant communities. PBATs, considered alternatives to standardized testing, have shown promise in enhancing student engagement, critical thinking, and college readiness. Drawing on interviews and fieldwork at four International High Schools, the study investigates how PBAT adoption influences day-to-day operations, teacher-student interactions, and school culture. Results reveal that PBAT implementation requires early investment in skill development and mentorship, transforming educators into facilitators and students into active learners. Moreover, the oral presentation aspect fosters multilingual proficiency. Despite challenges, PBATs offer a pathway to equitable assessment practices and educational transformation. Framed within a justice-oriented framework, this research highlights the potential of PBATs to create inclusive and empowering learning environments for immigrant and marginalized students.
Descriptors: High School Students, High School Teachers, Principals, Assistant Principals, International Schools, Performance Based Assessment, Evaluation Methods, Social Justice, Test Bias, Immigrants, Foreign Students, English (Second Language), Learner Engagement, Critical Thinking, College Readiness, Teacher Student Relationship, School Culture, Professional Development, Active Learning, Inclusion
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A
Author Affiliations: N/A