Equitable Assessment Practices

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Author(s): Emmy J. Min (University of Southern California, USA)
Copyright: 2022
Pages: 22
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA)and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch004

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

The traditional approach to assessment is being reevaluated as a valid and effective language learning assessment tool because it often fails to account for the specific needs, contexts, and backgrounds of language learners. To make assessment processes more equitable, just, and inclusive, this chapter extends the traditional approach to assessment practice by introducing the equity-minded assessment model, which includes six principles for teachers to use as a framework for creating and evaluating assessments: validity, reliability, practicality, authenticity, washback and equity, and justice and inclusion. The author suggests that the model be used to design, administer, and reflect on the effectiveness of the assessment and as a critical reflective framework and not merely as a checklist of items. Thus, this model can serve to make assessments for learning and not just of learning, thereby making the assessment process equitable and inclusive.

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