Slomp, David

Permanent URI for this collection

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

Browse

Browsing Slomp, David by Subject "Assessment development"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    The ethical turn in writing assessment: how far have we come, and where do we still need to go?
    (Cambridge Core, 2023) East, Martin; Slomp, David
    Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts – Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing – referred to, for example, as the ‘timed impromptu writing test’ (Weigle, 2002, p. 59) or the ‘snapshot approach’ (Hamp-Lyons & Kroll, 1997, p. 18) – featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment.