ABSTRACT

The purpose of this paper is to theoretically explore how Hip Hop pedagogy can be utilized and implemented in K-12 classroom formative assessment practices. As a conceptual paper, there will be five sections. The first section will explore classroom formative assessment definitions and highlight theoretical frameworks used to conceptualize the pedagogical practice. The next section will begin to formulate aspects of an antiracist classroom formative assessment theoretical framework. The third section will explore how Hip Hop pedagogy can be used as an antiracist classroom formative assessment approach, while the fourth section will address considerations and objections related to such usage. The final section will end with a call to action for educational researchers, professionals, and practitioners who want to interrogate and investigate how to overcome systematic racism and oppression in our classroom assessment research and practice.

摘要

本文的目的是从理论上探讨如何在 K-12 课堂形成性评估实践中利用和实施嘻哈教学法。作为一份概念性文件，将有五个部分。第一部分将探讨课堂形成性评估的定义，并强调用于概念化教学实践的理论框架。下一节将开始制定反种族主义课堂形成性评估理论框架的各个方面。第三部分将探讨如何将嘻哈教学法用作反种族主义课堂形成性评估方法，而第四部分将讨论与这种用法相关的考虑和反对意见。最后一部分将以呼吁教育研究人员、专业人士、