Redefining Correctness in Writing Assessments: A Modified Delphi Study on Culturally Responsive Scoring

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: (Re)defining and Exploring the Possibilities of Literacy Teaching, Learning, and Assessment in the K-12 Classroom

Abstract

Traditional writing assessments in U.S. schools often privilege General American English (GAE), disadvantaging students who use nonmainstream American English (NMAE) varieties. This study used a three-round Delphi method with nine experts to reach consensus on how NMAE features should be classified, scored, and addressed instructionally. Panelists reached high consensus on classification for 75% of features: 54% as language variation, 35% as overlap, and only one as a potential disorder indicator. However, only 40% of features reached high agreement for scoring decisions. Code-switching was the most frequently recommended instructional approach (73%). Findings highlight tensions between linguistic recognition and scoring within current systems and support development of culturally responsive writing assessment practices that address historical harms and support inclusive, linguistically just futures.

Authors

• Lindy Johnson, Michigan State University

• Adrea Truckenmiller, Michigan State University

• Lakeisha Johnson, Florida State University

• Ellie Friedman, Michigan State University

• Samantha Bourgeois, Michigan State University