Making knowledges count in assessment

Abstract

A disclaimer right upfront: I am not an expert on assessment. My work is in the area of knowledges (I use the plural to emphasize their vast variety) in educational contexts. Specifically, I try to understand which knowledges are (not) recognized in schools and classrooms, how this happens, and how whether/how this can be changed. Of course, if we as teachers and teacher educators are serious about recognizing a wide range of knowledges, our assessment also has to account for this. The purpose of this article is to help us think about what this means both in theory and in practice.