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Behizadeh's research interests include authentic and culturally sustaining writing instruction for youth, problem- and project-based literacy learning, sociocultural writing assessment, validity of writing assessment, and social justice teacher education. She has published in a wide range of journals, including Review of Research in Education, Educational Researcher, English Journal, and Assessing Writing, and she serves on multiple editorial boards, including the Journal of Adolescent and Adult Literacy and Language Arts. Behizadeh is an active member of the American Educational Research Association, the National Council of Teachers of English, and the Conference on English Education.
Examines common dilemmas for a group of 11 racially diverse undergraduate preservice middle school teachers and descriptions of their process during Critical Friendship Group protocols. Reveals that most dilemmas revolved around relationships with others, curriculum and instruction, and perceived deficiencies of students; however, through the process of engaging in reflective conversations supported by classroom activities, some participants re-envisioned the initial dilemma, such as reframing deficiency views as pedagogical or relationship issues.
Finds that today's software-powered technologies, although capable of taking progressive educational ideals to scale, have not been used for these purposes. Proposes to shift from using technologies to assess predetermined samples of evidence of learning to using technologies to facilitate complex and negotiated models of assessment.
Results from document analysis of websites across all 50 states conducted in 2015 to determine writing assessment formats and scoring practices. Indicates that 46 out of 50 states (92%) were primarily using on-demand essay assessment, often in conjunction with multiple choice and short answer items, and no state was utilizing portfolios for writing assessment.
Focuses on repositioning validation issues in high-stakes accountability systems within a broader conceptualization of accountability systems and of validity itself. Suggests that a major area of future research in educational measurement is how to respond to the identified, negative unintended consequences in ways that realize test-based accountability assessments as a joint endeavor of multiple communities of practice.
Analyzes the connections among writing theory, writing assessment, and writing instruction, critiques the construct and consequential validity of direct writing assessment and portfolio assessment, and reframes reliability as local consensus among experts. Offers a new vision of large-scale sociocultural writing portfolios in K-12 education that builds on the practices of past large-scale portfolio assessment but also encourages students to write in multiple languages/dialects and modes for multiple purposes.
Reviews research on the school-to-prison pipeline and presents "pedagogies of possibility" for dismantling the pipeline.