重构研究与评估实践:推进反种族主义和反偏见研究议程

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Angela Johnson, Elizabeth Barker, Marcos Viveros Cespedes
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引用次数: 0

摘要

教育工作者和研究人员努力根据数据和证据,特别是学业成绩分数来制定政策和实践。如果针对特定学生群体的评估分数不准确,或者分数使用不当,那么即使是数据驱动的决策也会被误导。为了最大限度地发挥 "研究-实践-政策 "合作的影响,需要对评估和研究过程的每一个阶段进行严格审查。在本文中,我们强调了为多语言学习者、残疾学生和多语言残疾学生重新构建评估和研究的必要性。我们概述了一个整合了三种批判性视角(QuantCrit、DisCrit 和批判性多元文化主义)的框架,并讨论了如何将这一框架应用于评估创建和研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reframing Research and Assessment Practices: Advancing an Antiracist and Anti-Ableist Research Agenda

Educators and researchers strive to build policies and practices on data and evidence, especially on academic achievement scores. When assessment scores are inaccurate for specific student populations or when scores are inappropriately used, even data-driven decisions will be misinformed. To maximize the impact of the research-practice-policy collaborative, every stage of the assessment and research process needs to be critically interrogated. In this paper, we highlight the need to reframe assessment and research for multilingual learners, students with disabilities, and multilingual students with disabilities. We outline a framework that integrates three critical perspectives (QuantCrit, DisCrit, and critical multiculturalism) and discuss how this framework can be applied to assessment creation and research.

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来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
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