Response to Solano-Flores: How Serious are We About Fairness in Testing and How Far are We Willing to Go?

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2023-04-03 DOI:10.1080/10627197.2023.2212900

Jennifer Randall

引用次数: 0

Abstract

ABSTRACT It Ain't Near 'Bout Fair: Re-envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective was intended to facilitate conversation in the field about the bias and sensitivity process, specifically. I argue that our current approaches rely far too heavily on fear-based notions to the exclusion of justice-based aims. As Dr. Solano-Flores points out, however, this conversation must be considered in concert with a larger conversation around principles of equity and justice in the assessment design and development process in order for the necessary transformational change to occur. In this paper, I consider Dr. Solano-Flores’ ideas and suggest a path forward with these ideas in mind.

查看原文本刊更多论文

对索拉诺-弗洛雷斯的回应:我们对考试公平有多认真，我们愿意走多远?

这不是“公平”:从正义导向的反种族主义角度重新设想偏见和敏感性审查过程，旨在促进该领域关于偏见和敏感性过程的对话。我认为，我们目前的做法过于依赖以恐惧为基础的观念，而排除了以正义为基础的目标。然而，正如索拉诺-弗洛雷斯博士所指出的那样，这一对话必须与围绕评估设计和发展过程中的公平和公正原则的更大对话结合起来考虑，以便发生必要的变革。在本文中，我考虑了索拉诺-弗洛雷斯博士的想法，并根据这些想法提出了一条前进的道路。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.