LLT Journal: A Journal on Language and Language Teaching
Vol 24, No 2 (2021): October 2021

INCORPORATING INCLUSIVE ASSESSMENT PRINCIPLES AND UNIVERSAL DESIGN FOR LEARNING IN ASSESSING MULTICULTURAL CLASSROOM: AN AUTOETHNOGRAPHY

Sisilia Novena Kusumaningsih (University of Montana)

Article Info

Publish Date
02 Nov 2021

Abstract

Teaching a multicultural classroom has always been challenging for educators. With the rush toward global standardization, there is a concern that uniformity in education will sacrifice students’ freedom in expressing their skills and knowledge. This problem can be seen in the way students are being assessed. The rapid growth of standardized tests and the demand to meet yearly progress thresholds are tangible examples of how assessments may limit the way students demonstrate their learning attainment. This article aims at presenting several alternatives teachers could take to implement Universal Design for Learning (UDL) and inclusive assessment principles in assessing multicultural classrooms. This analytic autoethnography study yielded three themes: providing options of assessment forms, providing accommodation in conducting assessments, and using the strength-based language in assessment feedback.

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Journal Info
LLT Journal: A Journal on Language and Language Teaching
Website

Abbrev

LLT

Publisher

Universitas Sanata Dharma

Subject

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Description

LLT Journal: A Journal on Language and Language Teaching, to be published twice a year, namely in April and October, is a scientific peer-reviewed journal published by the English Language Education Study Program, Faculty of Teacher Training and Education, Sanata Dharma University, Yogyakarta. The ...