Toward a Critical Pedagogy of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (SCAIF)

Authors

Caroline O. Alordiah, University of Delta, Agbor, NigeriaFollow
Regina Arisi, University of Delta, AgborFollow

Abstract

The Socio-Critical Assessment Integration Framework (SCAIF) and its consequences for social studies education are examined in this study. The results emphasize the advantages of developing inclusive learning environments, encouraging comprehensive evaluation procedures, encouraging applicability to the real world, and giving students agency by allowing participation in the evaluation process actively. Teachers can promote social justice, question prevailing narratives, and foster critical discourse in the classroom using a critical pedagogy lens. Student learning outcomes are improved by authentic assessment activities that reflect real-world problems and demand that students use their knowledge in meaningful ways. Inclusive learning settings respect student diversity, encourage civil discourse, and deal with structural injustices. Instead of using outdated standardized testing, evaluators should switch to evaluation strategies that align with social justice and critical pedagogy. Policymakers can assist these initiatives by incorporating essential pedagogy concepts into educational policies and standards, offering resources for professional development, and encouraging equity in assessment procedures. By adopting these ideas, stakeholders may help ensure that social studies education is relevant, egalitarian, and ready for students to interact in a varied and complex world.

Recommended Citation

Alordiah, Caroline O. and Arisi, Regina (2025) "Toward a Critical Pedagogy of Assessment Integrating Social Studies Education: The Proposed Socio-Critical Assessment Integration Framework (SCAIF)," Journal of Research Initiatives: Vol. 8: Iss. 5, Article 7.
Available at: https://digitalcommons.uncfsu.edu/jri/vol8/iss5/7