Co-Design/Participatory Design Approaches to Assessment Development: Learnings from Four Implementation Studies.

Session Type: Coordinated Paper Session

Abstract

In recent years, the education and assessment communities have seen a renewed focus on culturally relevant, justice-oriented, socioculturally responsive approaches. An increasing number of frameworks and theoretical approaches have been proposed in the last years. A common theme across these equity-centered approaches is a call for including diverse stakeholders, including students, in the assessment development process. This approach is sometimes referred to as co-design or participatory design. While promising, the effective implementation of co-design/participatory design practices within the assessment development process remains an open question. During this session, we will present four research projects that implemented co-design/participatory design practices in their assessment development efforts. Each project uses a different approach to the implementation of these practices. After a summary of each project, presenters will discuss what value was gained from the implementation, what challenges were presented, and what was learned about co-design/participatory design practices in assessment development. The four presentations will be followed by a discussion session led by Dr. Solano-Flores, who will first offer his perspective on those practices and then open the floor for a collegiate discussion about co-design/participatory design practices.

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Cristina Anguiano-Carrasco

Chair

• Cristina Anguiano-Carrasco

Individual Presentations

• Cultural Content in Assessment Items: What Students Notice, Choose, and Prefer - Molly Faulkner-Bond, WESTED; Priya Kannan, WESTED; Jaylin N Nesbitt, WestEd; Marianne Perie, WESTED

• The Adult Skills Assessment Program (ASAP): From Socioculturally Responsive Principles to Actions - Javier Suarez-Alvarez, University of Massachusetts Amherst; April Zenisky, University of Massachusetts Amherst; Stephen G Sireci, University of Massachusetts, Amherst; Maria-Elena Oliveri, University of Nebraska

• Toward More Equitable Assessments of Social and Emotional Learning (and Beyond) - Cristina Anguiano-Carrasco; Nola Daley, ACT; Jeremy Burrus, ACT; Nancy Lewin, ACT; Temple Lovelace, Assessment for Good; Lauren D. Kendall Brooks

• The Promise of Participatory Construct Mapping - Fernanda Gandara, Room to Read

Discussant

• Guillermo Solano-Flores, STANFORD UNIVERSITY