Disrupting white supremacy in assessment: toward a justice-oriented, antiracist validity framework
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Date
2022
Authors
Randall, Jennifer
Slomp, David
Poe, Mya
Oliveri, Maria E.
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
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.
Description
Open access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) applies
Keywords
Antiracist assessment , Antiracist validity , Justice-oriented validity , White supremacist , Assessment design , Assessment development , Test design
Citation
Randall, J., Slomp, D., Poe, M., & Oliveri, M. E. (2022). Disrupting white supremacy in assessment: Toward a justice-oriented, antiracist validity framework. Educational Assessment, 27(2), 170-178. https://doi.org/10.1080/10627197.2022.2042682