Project Lead: Carly Christensen (Assistant Professor of Teaching, Educational and Counselling Psychology; Special Education)
Co-Lead: Leyton Schnellert (Associate Professor, Curriculum and Pedagogy)
Project Description
Assessment practices often perpetuate systemic inequities related to race, language, disability, and other marginalized identities. This project investigates how teacher candidates engage with inclusive assessment following the redesign of EPSE 310 Assessment and Learning in the Classroom, a core course in the teacher education program. Grounded in UDL 3.0 and BC’s Reporting Order, the course emphasizes flexible, multimodal, identity-responsive assessment. The project is also informed by Indigenous ways of knowing, which center relationality and diverse expressions of knowledge. Findings will inform future iterations of EPSE 310, which serves ~840 students annually across Vancouver, West Kootenay, and rural and remote cohorts.
Research Questions
- How does infusing equity-oriented readings and practices into EPSE 310 impact teacher candidates’ understandings of and practices related to classroom assessment at and beyond UBC?
- How do teacher candidates describe their understandings of equitable assessment in relation to intersecting student identities—including disability, race, Indigeneity, language, gender, and class— before and after participating in EPSE 310?
- How do teacher candidates reflect on their role, power, and responsibility to design and implement assessment practices after engaging with a UDL 3.0- and social justice-informed EPSE 310 curriculum?