Examining the Relationship Between Teachers' Equity Orientation and Perceived Usefulness of Assessments of and for Learning

• In Event: Equity-Oriented Assessment Contexts

Abstract

The paper presents findings from a survey study of K-12 teachers in Virginia about their assessment practice. Guided by Xu & Brown’s Teacher Assessment Literacy in Practice (2016) and Critical-Data Driven Decision Making (Authors, 2021) conceptual frameworks, we investigated the relationship among equity-oriented variables of teaching and assessment practice. Structural equation models revealed defensible contributions of teachers’ motivations for joining the profession, preparation for equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments of and for/as learning. Findings provide empirical evidence to situate the role of assessment in cultivating equitable systems.

Authors

• Divya Varier, George Mason University

• Marvin Powell, George Mason University

• Stephanie L. Dodman, George Mason University

• Elizabeth K. DeMulder, George Mason University

• Jenice Leilani View, George Mason University

• Elisa Wolf, George Mason University