Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework.
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| Title: | Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework. |
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| Authors: | Randall, Jennifer (AUTHOR), Slomp, David (AUTHOR), Poe, Mya (AUTHOR), Oliveri, Maria Elena (AUTHOR) |
| Source: | Educational Assessment. Apr-Jun2022, Vol. 27 Issue 2, p170-178. 9p. |
| Subjects: | Critical race theory |
| Abstract: | In this article, we propose a justice-oriented, antiracist validity framework designed to disrupt assessment practices that continue to (re)produce racism through the uncritical promotion of white supremist hegemonic practices. Using anti-Blackness as illustration, we highlight the ways in which racism is introduced, or ignored, in current assessment and validation processes and how an antiracist approach can be enacted. To start our description of the framework, we outline the foundational theories and practices (e.g., critical race theory & antiracist assessment) and justice-based framings, which serve as the base for our framework. We then focus on Kane's interpretive use argument and Mislevy's sociocognitive approach and suggest extending them to include an antiracist perspective. To this end, we propose a set of heuristics organized around a validity argument that holds justice-oriented, antiracist theories and practices at its core. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 158387266 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Randall%2C+Jennifer%22">Randall, Jennifer</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Slomp%2C+David%22">Slomp, David</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poe%2C+Mya%22">Poe, Mya</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Oliveri%2C+Maria+Elena%22">Oliveri, Maria Elena</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Apr-Jun2022, Vol. 27 Issue 2, p170-178. 9p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we propose a justice-oriented, antiracist validity framework designed to disrupt assessment practices that continue to (re)produce racism through the uncritical promotion of white supremist hegemonic practices. Using anti-Blackness as illustration, we highlight the ways in which racism is introduced, or ignored, in current assessment and validation processes and how an antiracist approach can be enacted. To start our description of the framework, we outline the foundational theories and practices (e.g., critical race theory & antiracist assessment) and justice-based framings, which serve as the base for our framework. We then focus on Kane's interpretive use argument and Mislevy's sociocognitive approach and suggest extending them to include an antiracist perspective. To this end, we propose a set of heuristics organized around a validity argument that holds justice-oriented, antiracist theories and practices at its core. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=158387266 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10627197.2022.2042682 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 170 Subjects: – SubjectFull: Critical race theory Type: general Titles: – TitleFull: Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Randall, Jennifer – PersonEntity: Name: NameFull: Slomp, David – PersonEntity: Name: NameFull: Poe, Mya – PersonEntity: Name: NameFull: Oliveri, Maria Elena IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10627197 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: Educational Assessment Type: main |
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