A Psychometric Argument for Culturally Responsive Assessment

• In Event: Classroom Assessment and Culturally Responsive Teaching

Abstract

This presentation demonstrates how test development and psychometric methods guarantee standardized tests are not appropriate for all students. Development practices are dominated by ideas and backgrounds of middle-class White culture. The more students differ from mainstream White culture, the less likely they are to perform well on standardized tests.

Authors

• Catherine Taylor, UNIVERSITY OF WASHINGTON

• Steve Ferrara, Cognia/Steve Ferrara