Twin Pandemics: How a Global Health Crisis and Persistent Racial Injustices are Impacting Educational Assessment

ISBN-13: 9781032555270 / Angielski

Alison L. Bailey; Jose Felipe Martinez; Andreas Oranje

Opis

This book examines how the COVID-19 pandemic and racial inequities affect the educational assessment of students, either separately or in combination, as the health crisis was viewed as a factor intersecting with and exacerbating existing racial inequities in educational systems.
The four empirical papers in this book attend to the challenges of implementing virtual standardized testing during the coronavirus pandemic, the different educational and assessment experiences of diverse groups of school-age students, and the reconsideration of traditional assessment approaches in response to mounting research evidence and growing concerns around enduring social and racial inequities faced by Black, Latinx, Asian, Indigenous, and other non-white citizens and communities. The four conceptual papers focus primarily on the ways in which assessment may contribute to systemic racism and offer potential solutions to move the educational assessment field forward.  In totality, the volume offers needed empirical evidence, innovative methodological approaches, and theoretical and substantive examinations of the effects of the twin pandemics.    
Twin Pandemics will be a key resource for academics, researchers, and advanced students of Educational Assessment, Education, Psychometrics, Educational Research, Ethnic Studies, Research Methods, Sociology of Education and Psychology. The chapters included in this book were originally published as a special issue of Educational Assessment.

 

 

Spis treści

Introduction to Twin Pandemics: How a Global Health Crisis and Persistent Racial Injustices are Impacting Educational Assessment 1.Early Literacy, Equity, and Test Score Comparability during the Pandemic 2. An Intersectional Approach to DIF: Comparing Outcomes across Methods 3. Assessment in the Time of COVID-19: Understanding Patterns of Student Disengagement during Remote Low-Stakes Testing 4. Allocating Resources for COVID-19 Recovery: A Comparison of Three Indicators of School Need 5. Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework 6. Towards an Antiracist Classroom Formative Assessment Framework 7. Indicators of Equitable Civic Learning in U.S. Public Schools 8. Two Communities’ Views on Test Fairness

O autorze

Alison L. Bailey is Professor and Division Head of Human Development and Psychology, Dept. of Education, University of California, Los Angeles.

José Felipe Martínez is Professor in the Social Research Methods Division, Dept. of Education, University of California, Los Angeles.

Andreas Oranje is Managing Director of Assessment Programs, NCBE, USA.

Molly Faulkner-Bond is Senior Research Associate on the English Learner and Migrant Education Services team at WestEd.