ERIC Number: EJ1460292
Record Type: Journal
Publication Date: 2024
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1074-4762
EISSN: EISSN-1943-3069
Available Date: 0000-00-00
Students as Assessment Advocates in the ELA Classroom: The Case for "Little A" Advocacy, and What It Looks Like in Action
Daniel P. Moore
Voices from the Middle, v31 n4 p38-41 2024
As some argue that the system of enacting classroom-level student activist work around literacy assessment isn't worthwhile, this article considers that system and the status quo, largely defined by the standardized testing enterprise. The focus is on the value of everyday, classroom-level advocacy work around assessment--also known as "little a" advocacy. Real examples from real classrooms are spotlighted where students have worked with teachers to develop more humanizing assessment alternatives.
Descriptors: Literacy, Evaluation, Classroom Environment, Activism, Standardized Tests, Evaluation Methods, Advocacy, Change Strategies, Student Participation, Humanization, Alternative Assessment, Middle School Students, Language Arts, Middle School Teachers, High Stakes Tests, Barriers
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A