Developing Culturally Responsive Items for an Urban District Interim Assessment Program

• In Event: Diversity, Equity, and Social Justice in Educational Measurement

Abstract

This study seeks to counter current practice in large scale test design by providing an alternative item writing approach that seeks to explicitly value the cultures and identities of students of color. Culturally-responsive items will be developed and piloted within a large, urban district in the northeastern United States. A sample of students will participate in semi-structured focus groups to describe their experiences related to responding to the culturally-responsive assessment items. Study results will contribute to the sparse literature on features of culturally-responsive items, inform revision of bias and sensitivity review criteria, and provide insight on students' test-taking experiences when items are designed to explicitly value their cultures and identities.

Authors

• Susan Lyons, Lyons Assessment Consulting

• Fiona Hinds, Women in Measurement, Inc.

• Sanford R. Student, University of Delaware