Identifying and eliminating barriers by

2025-03-04 22:05:35 UTC

I feel like there is a barrier in mindset of the teacher, and perhaps the validity of assignment. The test should not measure "independence", but student learning

Barriers

2025-03-04 22:05:43 UTC

Similar to the last scenario, the teachers mindset is a massive barrier because they don't realize that accommodations, per se, don't eliminate the students capabilities

2025-03-04 22:06:14 UTC

The barrier in this scenario is a teacher who lacks an equitable mindset and is too entrenched in "traditional" methods of teaching that are less inclusive

2025-03-04 22:06:23 UTC

barrier- teacher mindset in that penalizing students who need additional scaffolding or chunking

eliminating- allow students to get an A or B as instruction should be scaffolded to allow more students to be able to readily access it

2025-03-04 22:07:09 UTC

Barrier: teachers perception of what is a successful student

Should acknowledge what the true learning outcome is

Cassidy H

2025-03-04 22:08:05 UTC

The teacher is close minded on how each student learns, and is following outdated teachings that were not fair or equal to all students based on their own needs. unfortunately too often I still hear stories of teachers in the system still with those out dated mind sets

2025-03-04 22:08:07 UTC

An assessment is not to show what a student struggles with but to show what they know. In an equitable class why should one student struggle because they do not express what they know the exact way a teacher demands.

Ableist view point

2025-03-04 22:09:11 UTC

chunking and scaffolding only provides students with a different means to the same end. the concern is not the students intellectual capacity, but their executive functioning skills. the teachers ableist perspective is the barrier and we can eliminate that by understanding students all have varied needs, and the goal is for all students to reach academic success.

Kaitlyn

2025-03-04 22:09:30 UTC

Teacher mindset limits the students.

As well, the test shouldn’t be a measure of how much information a student can display at one time, it is a measure of how the student can process and exemplify information they have learnt in general

2025-03-04 22:10:10 UTC

Gatekeeps a high grade from those who may require a certain level of support/accommodation to demonstrate their understanding. Assessment ought to evaluate student learning not how they learn.

2025-03-04 22:10:59 UTC

This is problematic and not really differentiated for all students. Some students perform poorer on tests due to anxiety or other conditions, so the grades should ideally be spread across multiple means of assignments - presentation, art, essay, collaboration, debate etc.

Scenario 3

2025-03-04 22:11:22 UTC

This is no way to accurately determine what a student knows on a specific subject, especially if the teachers is not asking or answering questions students may have or may not want to ask because they are scared, where like in other scenarios even adding an exit review, Q&A sessions, or pre test activities to better understand where students are at before doing test review can greatly impact what you as a teacher needs to improve upon in your teachings ect.

Lack of differentiation

2025-03-04 22:11:40 UTC

Not every student learns or is able to display their understanding in the same way. by using multiple means of engagement and expression, students have more opportunity to present their knowledge and understanding.

2025-03-04 22:11:50 UTC

You can’t standardize ALL students so why standardize the source of student achievement??

2025-03-04 22:11:54 UTC

The standardized test assumes a myth of average — That there is some line that can determine what an average student looks like.

2025-03-04 22:12:21 UTC

Standardized tests are to hold teachers accountable in covering the curriculum, not an accurate reflection in what students understand and know

2025-03-04 22:13:05 UTC

Again a test is to show what they know. Standardized tests are just showing who can mold into what the teacher wants which kindof trains students for the economy.

2025-03-04 22:14:02 UTC

It is definitely a good thing to collect and compile data, but to average all data (beginning to end of year) for grades is punishing students for not knowing in the beginning of term.

2025-03-04 22:14:40 UTC

Barrier: no differentiation of the reliability of types of evidence based on student need

2025-03-04 22:15:05 UTC

This doesn’t take into account the opportunity for student growth, or times where students may be experiencing external factors affecting their schoolwork.

2025-03-04 22:15:14 UTC

Letting students have multiple opportunities to succeed. the grades should prove you as a teacher need to help them in different ways.

2025-03-04 22:17:30 UTC

I feel like this can be very accurate as well as inaccurate. In a barrier aspect it can be hard to determine based on if a student has missed school for medical reasons, and if a teacher is unwilling to work with the student on making up missed marks. Or Ex. up north (Ontario) in Jan they had approx. 3 weeks worth of snow days total, if projects are not re evaluated and the work load is not adjusted based on missed time that can not be made up that could make results on projects suffer grade wise.