Reframing Research and Assessment Practices: Advancing an Antiracist and Anti-Ableist Research Agenda
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| Title: | Reframing Research and Assessment Practices: Advancing an Antiracist and Anti-Ableist Research Agenda |
|---|---|
| Language: | English |
| Authors: | Angela Johnson (ORCID |
| Source: | Educational Measurement: Issues and Practice. 2024 43(3):95-105. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Equal Education, Inclusion, Evaluation Methods, Error of Measurement, Bilingual Students, Students with Disabilities, Research Design, Test Validity, Test Bias, Test Construction, Racial Discrimination, Intelligence Differences, Researchers, Testing Problems |
| DOI: | 10.1111/emip.12601 |
| ISSN: | 0731-1745 1745-3992 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443033 |
| Database: | ERIC |
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| Abstract: | 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. |
|---|---|
| ISSN: | 0731-1745 1745-3992 |
| DOI: | 10.1111/emip.12601 |
