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Educational Measurement and Equity: The Evolution of Our Graduate Program

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Title: Educational Measurement and Equity: The Evolution of Our Graduate Program
Language: English
Authors: Sara J. Finney (ORCID 0000-0002-9194-6808), Brian C. Leventhal (ORCID 0000-0002-6480-2016), Elaine Kaye (ORCID 0000-0003-0983-1655), Nicole Wilson (ORCID 0000-0003-2320-0251)
Source: Practical Assessment, Research & Evaluation. 2025 30(2).
Availability: University of Massachusetts Amherst Libraries. 154 Hicks Way, Amherst, MA 01003. e-mail: pare@umass.edu; Web site: https://openpublishing.library.umass.edu/pare/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Educational Assessment, Needs Assessment, College Faculty, Faculty Development, Graduate Study, Program Design, Program Evaluation, Racism, Educational Practices, Educational Environment, Educational Change, Skill Development, Graduate Students
ISSN: 1531-7714
Abstract: We share the creation and evaluation of a faculty professional development course aimed to create a culture within an educational measurement graduate program that acknowledges the history and current practices of the field and supports faculty and students in using assessment and methods for good rather than harm. Eight educational measurement faculty members participated in a needs assessment to understand their knowledge and skills in equity-centered assessment. Results indicated moderate to high value for equity-centered assessment but lower confidence in their skills, with barriers including time constraints and task difficulty. The year-long professional development increased faculty confidence related to equity-centered concepts, leading to several program-related changes, which included the addition of a new course and integration of equity topics in monthly program meetings with students. Faculty also incorporated an equity focus into their advising and courses, engaging students in equity-centered projects and assignments. Graduate assistantships were also adapted to include opportunities for equity-centered assessment practices should students seek them out. Faculty reflections highlighted the transformative impact of the professional development. We call for continuous professional development supported by organizational (e.g., APA, NCME) and institutional backing to enhance intentional integration of equity into graduate program curriculum and practices in educational measurement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491923
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sara+J%2E+Finney%22">Sara J. Finney</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9194-6808">0000-0002-9194-6808</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brian+C%2E+Leventhal%22">Brian C. Leventhal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6480-2016">0000-0002-6480-2016</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elaine+Kaye%22">Elaine Kaye</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0983-1655">0000-0003-0983-1655</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicole+Wilson%22">Nicole Wilson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2320-0251">0000-0003-2320-0251</externalLink>)
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  Data: University of Massachusetts Amherst Libraries. 154 Hicks Way, Amherst, MA 01003. e-mail: pare@umass.edu; Web site: https://openpublishing.library.umass.edu/pare/
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  Data: We share the creation and evaluation of a faculty professional development course aimed to create a culture within an educational measurement graduate program that acknowledges the history and current practices of the field and supports faculty and students in using assessment and methods for good rather than harm. Eight educational measurement faculty members participated in a needs assessment to understand their knowledge and skills in equity-centered assessment. Results indicated moderate to high value for equity-centered assessment but lower confidence in their skills, with barriers including time constraints and task difficulty. The year-long professional development increased faculty confidence related to equity-centered concepts, leading to several program-related changes, which included the addition of a new course and integration of equity topics in monthly program meetings with students. Faculty also incorporated an equity focus into their advising and courses, engaging students in equity-centered projects and assignments. Graduate assistantships were also adapted to include opportunities for equity-centered assessment practices should students seek them out. Faculty reflections highlighted the transformative impact of the professional development. We call for continuous professional development supported by organizational (e.g., APA, NCME) and institutional backing to enhance intentional integration of equity into graduate program curriculum and practices in educational measurement.
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    Languages:
      – Text: English
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        PageCount: 28
    Subjects:
      – SubjectFull: Equal Education
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Needs Assessment
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      – SubjectFull: College Faculty
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      – SubjectFull: Faculty Development
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      – SubjectFull: Program Design
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      – SubjectFull: Program Evaluation
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      – SubjectFull: Racism
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      – SubjectFull: Educational Practices
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      – SubjectFull: Educational Environment
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      – SubjectFull: Educational Change
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      – SubjectFull: Graduate Students
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      – TitleFull: Educational Measurement and Equity: The Evolution of Our Graduate Program
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