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Socioculturally Responsive Assessment: Implications for Theory, Measurement, and Systems-Level Policy [Mīkstie vāki]

Edited by (President and CEO at the Learning Policy Institute, USA), Edited by (Director of State), Edited by (Norman O. Frederiksen Chair in Assessment Innovation at Educational Testing Service and Past-President of the National Council on Measurement in Education.)
  • Formāts: Paperback / softback, 456 pages, height x width: 254x178 mm, weight: 860 g, 44 Tables, black and white; 18 Line drawings, color; 16 Line drawings, black and white; 8 Halftones, color; 1 Halftones, black and white; 26 Illustrations, color; 17 Illustrations, black and white
  • Izdošanas datums: 30-Apr-2025
  • Izdevniecība: Routledge
  • ISBN-10: 1032563583
  • ISBN-13: 9781032563589
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  • Cena: 71,61 €
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Socioculturally Responsive Assessment: Implications for Theory, Measurement, and Systems-Level PolicyPalielināt
  • Formāts: Paperback / softback, 456 pages, height x width: 254x178 mm, weight: 860 g, 44 Tables, black and white; 18 Line drawings, color; 16 Line drawings, black and white; 8 Halftones, color; 1 Halftones, black and white; 26 Illustrations, color; 17 Illustrations, black and white
  • Izdošanas datums: 30-Apr-2025
  • Izdevniecība: Routledge
  • ISBN-10: 1032563583
  • ISBN-13: 9781032563589
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781032563589.html
Keywords:

Socioculturally Responsive Assessment assembles the best-available thinking from within and outside the educational measurement community about the theoretical foundations and systems-level policy implications of formal assessment programs designed to be socioculturally responsive. Synthesized from culturally responsive assessment design and practices, culturally relevant pedagogy and funds of knowledge, universal design for learning, the learning sciences, and other literatures, this emerging concept affirms that students’ learning and performance is inextricably tied to the social, cultural, and linguistic contexts in which they live and develop knowledge. Across four sections, this book provides an argument and initial evidence for impact on students, users, and assessment quality; offers guidance for implementation; and examines the potential limitations, pitfalls, barriers, and measurement issues that such programs will inevitably raise. Scholars, teaching faculty, test developers, and policymakers will come away with integral foundations, new assessment approaches, and a greater sense of the potential for positive impact that these assessments may afford. 



Socioculturally Responsive Assessment assembles the best-available thinking from within and outside the educational measurement community about the theoretical foundations and systems-level policy implications of formal assessment programs designed to be socioculturally responsive.

Socioculturally Responsive Assessment: An Introduction Section I:
Conceptualization
1. A Descriptive Review of Culturally Responsive,
Socioculturally Responsive, and Related Assessment Conceptions
2.
Implications of the Science of Learning and Development (SoLD) for
Assessments in Education
3. Cultural Validity: Conceptual and Methodological
Considerations for Socioculturally Responsive Assessment
4. Assessment for
Social Justice With a Focus on American Indigenous Students
5. Transforming
Educational Assessment: Implementing Equitable and Inclusive Strategies
Section II. Measurement Considerations and Approaches
6. Born Socioculturally
Responsive Assessment: An Approach to Design and Development
7. Designing
Socioculturally Responsive Assessments Within the Mandated Bookends of K-12
Assessment Systems
8. Examining the Relationship Between the Cultural
Relevance of Text and Reading Proficiency: Using a Cultural Relevance Rubric
in Reading Assessment
9. Linking Responsive Assessments: Challenges and
Possibilities
10. An Evidentiary-Reasoning Lens for Socioculturally
Responsive Assessment Section III: Working Examples and Systems-Level Policy
Implications
11. Accessibility as a Core Value for Locally Responsive
Assessments
12. A Search for My Voice: Socioculturally Responsive
Assessment in AP Art and Design
13. Socioculturally Responsive Large-Scale
Assessment: The Case of the 2026 NAEP Reading Framework
14. A Path to
Transforming the Assessment Landscape
15. Enacting Socioculturally Responsive
Assessment Design at Scale: Approaches and Policies for Large-Scale Systems
Section IV: Research Directions
16. Group Differences Across Scenario-Based
Reading Assessments: Examining the Effects of Culturally Relevant Test
Content
17. Socioculturally Responsive Post-Secondary Entrance Examination:
Implications for Equitable Assessment Design in Sub-Saharan Africa
18.
Understanding UNDERSTANDardization Research Conclusion: Socioculturally
Responsive Assessment: Present and Future
Randy E. Bennett is Chair in Assessment Innovation at Educational Testing Service and Past-President of the National Council on Measurement in Education.

Linda Darling-Hammond is Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education of Stanford University, USA; President and CEO of the Learning Policy Institute; and Past-President of the American Educational Research Association.

Aneesha Badrinarayan is Principal Consultant at Education First Consulting.