Developing Socially Just Practices and Policies in Assessment

Abstract

This chapter discusses assessment practices and their potential contribution to inequitable educational policies that hamper marginalized students. It also provides alternative approaches to the assessment of student learning and outcomes, urging educators to consider more equitable responses.

Using assessment to advance equity

“…McArthur (2016) argued that socially just assessment is both a process of implementing assessment in a socially just way as well as an outcome with assessment leading to social justice. Other authors built on the work of McArthur by expanding her approach (Bourke, 2017; Dorimé‐Williams, 2018; Heiser et al, 2017; Henning & Lundquist, 2019; Lundquist & Henning, 2020; and Zerquera et al, 2018).…”

“…McArthur (2016) argued that socially just assessment is both a process of implementing assessment in a socially just way as well as an outcome with assessment leading to social justice. Other authors built on the work of McArthur by expanding her approach (Bourke, 2017;Dorimé-Williams, 2018;Heiser et al, 2017;Henning & Lundquist, 2019;Lundquist & Henning, 2020;and Zerquera et al, 2018). Montenegro and Jankowski (2017) fueled the movement regarding culturally responsive assessment by positing that assessment in higher education must consider the cultural backgrounds of the students being assessed, which is reminiscent of culturally competent and multicultural evaluation.…”

Developing and implementing an institutional research office diversity, equity, and inclusion strategic plan

“…A socially just approach also means striving to contribute to the improvement of society (or an institution) and positive outcomes for individuals or working to eliminate injustices and inequity. In other words, we promote “full and equal participation of all groups in a society [or an institution] that is mutually shaped to meet their needs” (Bell, 2007, as cited in Dorime‐Williams, 2018, p. 43).…”

Learning from Unexpected Core Competency Results: A Journey toward Equitable Assessment at the University of the Pacific

“…Equity‐minded assessment refers to a set of practices that collectively serve to understand, prioritize, and optimize the learning experiences and outcomes of student learners, particularly students from communities who have been historically marginalized or underserved in higher education. The scholarship on equity‐minded assessment (Montenegro and Jankowski 2020) and similar frameworks, including culturally responsive assessment (Montenegro and Jankowski 2017; Singer‐Freeman, Hobbs, and Robinson 2019), socially just assessment (Dorimé‐Williams 2018; Henning and Lundquist 2018), and decolonizing assessment (Eizadirad 2019), note several measures that indicate equitable assessment practices: communicate transparently, involve students throughout the process, plan for diversity and difference, and interrogate differences in outcomes. In this article, we focus on describing how our work has engaged with two measures of equitable assessment—transparency and interrogating differences in outcomes—and our intended next steps for incorporating students and planning for diversity and difference.…”