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Application of Justice-Oriented Content Validation to a Classroom Assessment Literacy Measure

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Title: Application of Justice-Oriented Content Validation to a Classroom Assessment Literacy Measure
Language: English
Authors: Valeria Zunino-Edelsberg (ORCID 0009-0003-7340-3409), Megan E. Welsh (ORCID 0000-0001-6456-3011), María Veronica Santelices (ORCID 0000-0002-9659-8670), Tony Albano
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: 43
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Justice, Assessment Literacy, Content Validity, Educational Assessment, Student Evaluation, Affective Measures, Preservice Teachers, Foreign Countries, Teacher Educators, Vignettes
Geographic Terms: Chile
ISSN: 1531-7714
Abstract: Content validation is critical to instrument development (McCoach, 2013; Sireci & Benitez, 2023). However, recent scholarship suggests that instrument validation efforts may unintentionally contribute to educational inequities and proposes frameworks for justice-oriented test validation (Chang & Cochran-Smith, 2022; Randall et al., 2022). This study is among the first to report on efforts to apply justice-oriented validation to an affective measure. Our scenario-based instrument measures Chilean teacher candidate (TC) assessment literacy. Two content alignment studies assess the instrument's alignment with Chile's Teacher Preparation Standards and its ability to capture a variety of classroom assessment approaches--assessment as, of, and for learning and supremacist, culturally responsive, and culturally sustaining assessment. Results highlight that justice-oriented content validation methods improved the measure. It helped refine conceptions of equitable classroom assessment and modify the instrument to address instances where negative stereotypes about minoritized groups were inadvertently reinforced. As such, the study offers a model for applying justice-oriented content validation frameworks to affective instruments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495671
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Valeria+Zunino-Edelsberg%22">Valeria Zunino-Edelsberg</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7340-3409">0009-0003-7340-3409</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+E%2E+Welsh%22">Megan E. Welsh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6456-3011">0000-0001-6456-3011</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Veronica+Santelices%22">María Veronica Santelices</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9659-8670">0000-0002-9659-8670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tony+Albano%22">Tony Albano</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Practical+Assessment%2C+Research+%26+Evaluation%22"><i>Practical Assessment, Research & Evaluation</i></searchLink>. 2025 30(2).
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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: <searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Validity%22">Content Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink>
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  Data: Content validation is critical to instrument development (McCoach, 2013; Sireci & Benitez, 2023). However, recent scholarship suggests that instrument validation efforts may unintentionally contribute to educational inequities and proposes frameworks for justice-oriented test validation (Chang & Cochran-Smith, 2022; Randall et al., 2022). This study is among the first to report on efforts to apply justice-oriented validation to an affective measure. Our scenario-based instrument measures Chilean teacher candidate (TC) assessment literacy. Two content alignment studies assess the instrument's alignment with Chile's Teacher Preparation Standards and its ability to capture a variety of classroom assessment approaches--assessment as, of, and for learning and supremacist, culturally responsive, and culturally sustaining assessment. Results highlight that justice-oriented content validation methods improved the measure. It helped refine conceptions of equitable classroom assessment and modify the instrument to address instances where negative stereotypes about minoritized groups were inadvertently reinforced. As such, the study offers a model for applying justice-oriented content validation frameworks to affective instruments.
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      – Text: English
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        PageCount: 43
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      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Assessment Literacy
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      – SubjectFull: Content Validity
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Affective Measures
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Chile
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