Slomp, David

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https://opus.uleth.ca/handle/10133/3658

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Browsing Slomp, David by Author "Poe, Mya"

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    Disrupting white supremacy in assessment: toward a justice-oriented, antiracist validity framework
    (Taylor & Francis, 2022) Randall, Jennifer; Slomp, David; Poe, Mya; Oliveri, Maria E.
    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.
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    Forum: issues and reflections on ethics and writing assessment
    (University of California, Davis, 2016) Elliot, Norbert; Slomp, David H.; Poe, Mya; Cogan, John A.; Broad, Bob; Cushman, Ellen
    We hope this special issue adds to the body of knowledge created by the writing studies community with respect to the opportunities that can be created when assessment is seen in terms of the creation of opportunity structure. This hope is accompanied by a reminder of our strength as we annually encounter approximately 48.9 million students in public elementary and secondary schools 20.6 million students in postsecondary institutions (Snyder & Dillow, 2015). Our influence is remarkable as we touch the lives of many, one student at a time.
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    Justice-oriented, antiracist validation: continuing to disrupt white supremacy in assessment practices
    (Taylor & Francis, 2023) Randall, Jennifer; Poe, Mya; Oliveri, Maria Elena; Slomp, David
    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.
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    Our validity looks like justice. Does yours?
    (Sage, 2023) Randall, Jennifer; Poe, Mya; Slomp, David; Oliveri, Maria E.
    Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself toward assessment justice. We describe how a justice-oriented, antiracist validity (JAV) approach to validation processes can support assessment justice efforts, specifically with respect to language assessment. Relying on antiracist principles and critical quantitative methodologies, a JAV approach proposes a set of critical questions to consider when gathering validity evidence, with potential utility for language testers.