Introduction and Overview: Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal

Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future

“…To date, several research studies have shown that culture has a significant effect on test‐taking performance (Arbuthnot, 2011a, 2015a, 2015b; Arbuthnot & Lyons‐Thomas, 2016; Gilbert et al., 2008, 2009; Hood, 1998a, 1998b; Hood, Hopson, & Frierson, 2005; Hood, Gilbert, & Arbuthnot 2006;). In the United States, research has shown that cultural context impacts how test‐takers approach standardized tests (Arbuthnot, 2011; Cohen & Ibarra, 2005).…”

Looking Backward but Moving Forward

“…Instead of the funding agency being the only or primary driver to evaluation, CRE allowed a more responsive evaluation model where social justice and evaluation meet for getting closer to understanding and transforming the root causes of community issues, gaps, and long-standing problems of health, social, educational, or economic factors participants of programming faced. Building off of the responsive evaluation design (Stake, 1972), CRE deepened evaluation to locally situate and study issues of importance to community members and stakeholders who are most impacted by the or those who have the most at stake in the evaluation results, including underrepresented and vulnerable populations (Hood, 1999, 2001; Hood, Hopson, & Frierson, 2005, 2015).…”

How Will We Know It When We See It? A Critical Friend Perspective of the Graduate Education Diversity Internship (GEDI) Program and Its Legacy in Evaluation

“…My first reference point for this reflection was the period of 1998 through 2003. Prior to 1998, my work had primarily focused on “culturally responsive assessment” (Hood, , ); the limited production of minority doctoral recipients by top‐ranked colleges and schools of education (Hood & Freeman ); and the virtual absence of minority doctoral recipients in research methods, educational measurement, and statistics (Hood & Freeman, ). My use of the term culturally responsive assessment was a direct result of this collaboration between key African American educational researchers who were (and continue to be) leading the investigation into the use of culturally responsive pedagogy (Gloria Ladson‐Billings, University of Wisconsin‐Madison and Carole Lee, Northwestern University) and those of us who were having a similar conversation about the reasonableness of developing culturally responsive/specific assessment approaches (Gwyneth Boodoo, ETS, Audrey Qualls, Iowa Testing Programs/University of Iowa, and myself).…”