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Since 1952, the Standards for Educational and Psychological Testing has provided criteria for developing and evaluating educational and psychological tests and testing practice. Yet, we argue that the foundations, operations, and applications in the Standards are no longer sufficient to meet the...
In recent years, issues of race, racism and social justice have garnered increased attention across the nation. Although some aspects of social justice, particularly cultural sensitivity and test bias, have received similar attention within the field of educational measurement, sharp focus of...
Abstract Given its centrality to assessment, until the concept of validity includes concern for racial justice, such matters will be seen as residing outside the “real” work of validation, rendering them powerless to count against the apparent scientific merit of the test. As the definition of...
In the United States, systemic racism against people of color was brought to the forefront of discourse throughout 2020, and highlighted the on-going inequities faced by intentionally marginalized groups in policing, health and education. No community of color is immune from these inequities,...
Previous writings focus on why centering assessment design around students’ cultural, social, and/or linguistic diversity is important and how performance-based assessment can support such aims. This article extends previous work by describing how a culturally responsive classroom assessment...
A critical aspect of the development of culturally relevant classroom assessments is the design of tasks that affirm students’ racial and ethnic identities and community cultural practices. This paper describes the process we followed to build a shared understanding of what culturally relevant...
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