Disrupting white supremacy in assessment: toward a justice-oriented, antiracist validity framework

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dc.contributor.authorRandall, Jennifer
dc.contributor.authorSlomp, David
dc.contributor.authorPoe, Mya
dc.contributor.authorOliveri, Maria E.
dc.date.accessioned2024-03-02T20:45:57Z
dc.date.available2024-03-02T20:45:57Z
dc.date.issued2022
dc.descriptionOpen access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) applies
dc.description.abstractIn 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.
dc.description.peer-reviewYes
dc.identifier.citationRandall, 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
dc.identifier.urihttps://hdl.handle.net/10133/6706
dc.language.isoen
dc.publisherTaylor & Francis
dc.publisher.facultyEducation
dc.publisher.institutionUniversity of Massachusetts Amherst
dc.publisher.institutionUniversity of Lethbridge
dc.publisher.institutionNortheastern University
dc.publisher.institutionUniversity of Nebraska
dc.publisher.urlhttps://doi.org/10.1080/10627197.2022.2042682
dc.subjectAntiracist assessment
dc.subjectAntiracist validity
dc.subjectJustice-oriented validity
dc.subjectWhite supremacist
dc.subjectAssessment design
dc.subjectAssessment development
dc.subjectTest design
dc.subject.lcshAnti-racism
dc.subject.lcshEducational tests and measurments
dc.titleDisrupting white supremacy in assessment: toward a justice-oriented, antiracist validity framework
dc.typeArticle
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