Validity and Racial Justice in Educational Assessment

Autor/in	Lederman, Josh
Titel	Validity and Racial Justice in Educational Assessment
Quelle	In: Applied Measurement in Education, 36 (2023) 3, S.242-254 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2023.2214654
Schlagwörter	Educational Assessment; Validity; Social Justice; Race; Test Use + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Gültigkeit; Soziale Gerechtigkeit; Rasse; Abstammung; Testanwendung
Abstract	Given its centrality to assessment, until the concept of validity includes concern for racial justice, such matters will be seen as residing outside the "real" work of validation, rendering them powerless to count against the apparent scientific merit of the test. As the definition of validity has evolved, however, it holds great potential to centralize matters like racial (in)justice, positioning them as necessary validity evidence. This article reviews a history of debates over what validity should and shouldn't encompass; we then look toward the more centralized stances on validity -- the book series Standards and Educational Measurement -- where we see that test use, and the social impact of test use, has been a mounting concern over the years within these publications. Finally, we explore Kane's argument-based approach to validation, which I argue could impact racial justice concerns by centralizing them within the very notion of what makes assessment valid or invalid. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01