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Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices

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Bibliographic Details
Title: Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices
Language: English
Authors: Jennifer Randall, Mya Poe, Maria Elena Oliveri, David Slomp
Source: Educational Assessment. 2024 29(1):1-20.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Social Justice, Racism, Educational Assessment, Models, Construct Validity, Data Analysis, Scores, Minority Group Students, Equal Education, Critical Race Theory
DOI: 10.1080/10627197.2023.2285047
ISSN: 1062-7197
1532-6977
Abstract: Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white supremacy, we illustrate how justice-oriented, antiracist validation (JAV) framework can be applied to construct articulation and validation, data analysis, and score reporting/interpretation phases of assessment design/development. In this article, we use the JAV framework to describe validation processes that acknowledge the role and impact of race/racism on our assessment processes--specifically construct articulation, analysis, and score reporting--on Black, Brown, Indigenous, and other students from historically marginalized populations. Through a JAV framework, we seek to disrupt inaccurate white supremacist approaches and interpretations that for too long have fuelled measurement practices.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1424018
Database: ERIC
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Description
Abstract:Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white supremacy, we illustrate how justice-oriented, antiracist validation (JAV) framework can be applied to construct articulation and validation, data analysis, and score reporting/interpretation phases of assessment design/development. In this article, we use the JAV framework to describe validation processes that acknowledge the role and impact of race/racism on our assessment processes--specifically construct articulation, analysis, and score reporting--on Black, Brown, Indigenous, and other students from historically marginalized populations. Through a JAV framework, we seek to disrupt inaccurate white supremacist approaches and interpretations that for too long have fuelled measurement practices.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2023.2285047