Justice-oriented, antiracist validation: continuing to disrupt white supremacy in assessment practices

Thumbnail Image
Randall, Jennifer
Poe, Mya
Oliveri, Maria Elena
Slomp, David
Journal Title
Journal ISSN
Volume Title
Taylor & Francis
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.
Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International license (CC BY-NC-ND 4.0 DEED) applies
Antiracist validity , Justice-oriented validity , Antiracist assessment , White supremacist , Assessment design , Assessment development , Test design
Randall, J., Poe, M., Oliveri, M. E., & Slomp, D. (2023). Justice-oriented, antiracist validation: Continuing to disrupt white supremacy in assessment practices. Educational Assessment. https://doi.org/10.1080/10627197.2023.2285047