Seeing is Achieving: Assessment Practice and Student Capital

abstract: Assessment practices in U.S. schools have become a greatly debated topic since the passage of the No Child Left Behind Act of 2002. In response to these new guidelines, schools and teachers have made adjustments in the ways they implement assessment practice and utilize assessment data --...

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Other Authors: Broberg, Gregory (Author)
Format: Doctoral Thesis
Language:English
Published: 2015
Subjects:
Online Access:http://hdl.handle.net/2286/R.I.34849
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spelling ndltd-asu.edu-item-348492018-06-22T03:06:33Z Seeing is Achieving: Assessment Practice and Student Capital abstract: Assessment practices in U.S. schools have become a greatly debated topic since the passage of the No Child Left Behind Act of 2002. In response to these new guidelines, schools and teachers have made adjustments in the ways they implement assessment practice and utilize assessment data -- ultimately impacting the lives of students and their educational outcomes. Using elements of Bourdieu's Theory of Practice as a lens to consider both context and implications of assessment practices within this new legislative era, a case study is focused on the lives of teachers and students within a single U.S. middle school. This study synthesizes secondary data in the form of standardized test scores, teacher grades in math and reading, a student grit survey, along with student narratives and teacher observations to reveal the ways in which assessment practice structures the classroom field. Findings reveal the conflicting ways in which teachers and students navigate a system framed by bureaucratic legitimacy. For teachers, issues of assessment rules and time constraints lead to frustrations and bureaucratic slippage. Conversely, students implement strategies to resist and manage the routine assessment practices of teachers. Dissertation/Thesis Broberg, Gregory (Author) Jurik, Nancy (Advisor) Cavender, Gray (Committee member) Schneider, Anne L (Committee member) Arizona State University (Publisher) Sociology of education Education policy Capital Disadvantage No Child Left Behind Act eng 220 pages Doctoral Dissertation Justice Studies 2015 Doctoral Dissertation http://hdl.handle.net/2286/R.I.34849 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2015
collection NDLTD
language English
format Doctoral Thesis
sources NDLTD
topic Sociology of education
Education policy
Capital
Disadvantage
No Child Left Behind Act
spellingShingle Sociology of education
Education policy
Capital
Disadvantage
No Child Left Behind Act
Seeing is Achieving: Assessment Practice and Student Capital
description abstract: Assessment practices in U.S. schools have become a greatly debated topic since the passage of the No Child Left Behind Act of 2002. In response to these new guidelines, schools and teachers have made adjustments in the ways they implement assessment practice and utilize assessment data -- ultimately impacting the lives of students and their educational outcomes. Using elements of Bourdieu's Theory of Practice as a lens to consider both context and implications of assessment practices within this new legislative era, a case study is focused on the lives of teachers and students within a single U.S. middle school. This study synthesizes secondary data in the form of standardized test scores, teacher grades in math and reading, a student grit survey, along with student narratives and teacher observations to reveal the ways in which assessment practice structures the classroom field. Findings reveal the conflicting ways in which teachers and students navigate a system framed by bureaucratic legitimacy. For teachers, issues of assessment rules and time constraints lead to frustrations and bureaucratic slippage. Conversely, students implement strategies to resist and manage the routine assessment practices of teachers. === Dissertation/Thesis === Doctoral Dissertation Justice Studies 2015
author2 Broberg, Gregory (Author)
author_facet Broberg, Gregory (Author)
title Seeing is Achieving: Assessment Practice and Student Capital
title_short Seeing is Achieving: Assessment Practice and Student Capital
title_full Seeing is Achieving: Assessment Practice and Student Capital
title_fullStr Seeing is Achieving: Assessment Practice and Student Capital
title_full_unstemmed Seeing is Achieving: Assessment Practice and Student Capital
title_sort seeing is achieving: assessment practice and student capital
publishDate 2015
url http://hdl.handle.net/2286/R.I.34849
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