评论:职业生涯初期的专业人士对增强教育测量中的文化敏感性的看法

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dustin S. J. Van Orman, Janine A. Jackson, Thao T. Vo, Darius D. Taylor
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引用次数: 0

摘要

教育测量基础能力 "框架旨在塑造该领域的未来。然而,特别工作组中没有新兴学者和研究生的参与,这凸显了在代表那些最熟悉当前教育状况的人方面存在的差距。作为职业生涯初期的学者,我们提出了一些观点,希望通过关注如何使教育测量更具包容性、协作性和文化响应性来完善这一框架。根据我们的不同背景和经验,我们建议扩展该框架,以增强测量专业人员的能力,使测量实践多样化,并纳入伦理考虑因素。我们还主张将该框架视觉化为一株含苞待放的植物,象征着教育测量基础技能的有机和不断发展的性质。本评论旨在完善基础能力,使未来的专业人员更好地为有意义的、公平的教育贡献做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement

Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement

The “Foundational Competencies in Educational Measurement” framework aims to shape the field's future. However, the absence of emerging scholars and graduate students in the task force highlights a gap in representing those most familiar with current educational landscape. As early career scholars, we offer perspectives to enhance this framework by focusing on making educational measurement more inclusive, collaborative, and culturally responsive. Drawing on our diverse backgrounds and experiences, we propose expanding the framework to empower measurement professionals, diversify measurement practices, and integrate ethical considerations. We also advocate for a new visual representation of the framework as a budding plant, symbolizing the organic and evolving nature of foundational skills in educational measurement. This commentary aims to refine the foundational competencies to better prepare future professionals for meaningful, equitable educational contributions.

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