Our Validity Looks Like Justice. Does Yours?
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| Title: | Our Validity Looks Like Justice. Does Yours? |
|---|---|
| Language: | English |
| Authors: | Jennifer Randall (ORCID |
| Source: | Language Testing. 2024 41(1):203-219. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Language Tests, Test Validity, Justice, Kindergarten, Elementary Secondary Education, Whites, Power Structure, Educational Change, Evidence |
| DOI: | 10.1177/02655322231202947 |
| ISSN: | 0265-5322 1477-0946 |
| Abstract: | Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself toward assessment justice. We describe how a justice-oriented, antiracist validity (JAV) approach to validation processes can support assessment justice efforts, specifically with respect to language assessment. Relying on antiracist principles and critical quantitative methodologies, a JAV approach proposes a set of critical questions to consider when gathering validity evidence, with potential utility for language testers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1405829 |
| Database: | ERIC |
| Abstract: | Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself toward assessment justice. We describe how a justice-oriented, antiracist validity (JAV) approach to validation processes can support assessment justice efforts, specifically with respect to language assessment. Relying on antiracist principles and critical quantitative methodologies, a JAV approach proposes a set of critical questions to consider when gathering validity evidence, with potential utility for language testers. |
|---|---|
| ISSN: | 0265-5322 1477-0946 |
| DOI: | 10.1177/02655322231202947 |
