Our validity looks like justice. Does yours?
Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that f...
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| Veröffentlicht in: | Language testing 2024-01, Vol.41 (1), p.203-219 |
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| container_title | Language testing |
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| creator | Randall, Jennifer Poe, Mya Slomp, David Oliveri, Maria Elena |
| description | Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself toward assessment justice. We describe how a justice-oriented, antiracist validity (JAV) approach to validation processes can support assessment justice efforts, specifically with respect to language assessment. Relying on antiracist principles and critical quantitative methodologies, a JAV approach proposes a set of critical questions to consider when gathering validity evidence, with potential utility for language testers. |
| doi_str_mv | 10.1177/02655322231202947 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0265-5322 |
| ispartof | Language testing, 2024-01, Vol.41 (1), p.203-219 |
| issn | 0265-5322 1477-0946 |
| language | eng |
| recordid | cdi_proquest_journals_2910137279 |
| source | SAGE Complete A-Z List |
| subjects | Language assessment Quantitative analysis Racism Secondary education Social justice |
| title | Our validity looks like justice. Does yours? |
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