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Integrating Digital Tools into a Culturally Diverse Curriculum: An Assessment Model for the Pacesetter Program


by Clifford Hill ó 2003

This article reports on a research project in which a digitally based assessment model is being developed for the Pacesetter Program. This program, established by the College Board to prepare culturally diverse students for higher education, is built around a curriculum that reflects not only the world that these students come from but also the rapidly evolving technological society that they are expected to participate in. The assessment model is being developed for an English language arts course, in which students work with culturally diverse material in three domains: print literacy, film literacy, and media literacy. At the heart of the model are three tasks: a planning task that requires students to focus on factual content, an interpretation task that requires them to make sense of that content, and an application task that requires them to deal with the content in a broader context. The students use digital tools to carry out these three tasks: For example, they use a graphic organizer in the planning task to gather information that will be useful as they perform the higher level tasks that follow. As an illustration of how this model works, the article presents an assessment activity built around the ways in which the media have presented the results of Census 2000 with respect to cultural diversity.


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Cite This Article as: Teachers College Record Volume 105 Number 2, 2003, p. 278-296
http://www.tcrecord.org ID Number: 11122, Date Accessed: 6/29/2017 8:21:47 AM

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About the Author
  • Clifford Hill
    Teachers College
    E-mail Author
    CLIFFORD HILL is the Arthur I. Gates Professor of Language and Education Emeritus at Teachers College, Columbia University. He has written various articles and books that deal with language and literacy assessment, most notably Children and Reading Test and From Testing to Assessment: English as an International Language. Another major area of Dr. Hillís research is concerned with how language represents space and time. This research has been funded by international research institutes, such as the Max Planck Institut fur Psycholinguistik and the Institut Nationale de Recherches Pedagogiques. His publications in this area have been translated into other languages. He currently directs a research project on digitally based assessment, jointly funded by the College Board, Teachers College, Columbia University, and the Office of Educational Research and Improvement (OERI) in the U.S. Department of Education.
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