Expanding the Conceptualization of Fairness in Assessment and Instruction: Diverse Classrooms, Intersectionality, and Intercultural Competence

• In Event: Inclusion and Accessibility in Educational Assessment SIG Business Meeting

Abstract

This presentation aims to expand our conceptualization of fairness and practices related to the valid assessment and instruction of diverse learners in the nation. Fairness in testing is a fundamental validity issue. And, fairness in instruction relates to equity and our students' civil rights. Drawing on intersectionality and intercultural education research in particular, the papers in this session present and discuss implications of a framework for considering student characteristics (e.g., race, culture, gender, class, sexuality, primary language, and disability) in tandem, rather than distinctly, and how these characteristics impact construct-relevant cultural orientations and the validity of instructional practices (instruction, assessment) in diverse classrooms.

Authors

• Edynn Sato, Sato Education Consulting, LLC

• Laurene L. Christensen, Wisconsin Center for Education Research

• Vitaliy Shyyan, Smarter Balanced Assessment Consortium, UCSC

• James Mitchell, Wisconsin Center for Education Research