Toward a Theory of Socioculturally Responsive Assessment

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2023-04-03 DOI:10.1080/10627197.2023.2202312

R. Bennett

引用次数: 4

Abstract

ABSTRACT In the United States, opposition to traditional standardized tests is widespread, particularly obvious in the admissions context but also evident in elementary and secondary education. This opposition is fueled in significant part by the perception that tests perpetuate social injustice through their content, design, and use. To survive, as well as contribute positively, the measurement field must rethink assessment, including how to make it more socioculturally responsive. This paper offers a rationale for that rethinking and then employs provisional design principles drawn from various literatures to formulate a working definition and the beginnings of a theory. In the closing section, a path toward implementation is suggested.

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社会心理反应评估理论初探

在美国，对传统标准化考试的反对很普遍，在招生方面尤其明显，但在中小学教育中也很明显。这种反对在很大程度上是由于人们认为考试通过其内容、设计和使用使社会不公正永久化。为了生存并做出积极贡献，测量领域必须重新思考评估，包括如何使其对社会文化更敏感。本文为这种重新思考提供了一个基本原理，然后采用从各种文献中提取的临时设计原则来制定一个工作定义和理论的开端。在最后一节，提出了实现的路径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.