52.042 - Has the Next Generation of State Assessment Programs and Assessment Platforms Considered Linguistic, Social, and Cultural Inclusivity?

Session Type: Invited Speaker Session

Abstract

Recognized and accomplished researchers and assessment experts will discuss the new forms of student assessments, particularly as they relate to the accessibility and impact on culturally, and linguistically diverse students. The panel will draw on their research and experiences to expound on how the new assessments address (or not) persistent inequities in assessment policies and practices within P-16 settings. To what extent have these assessments, by design, addressed the needs of culturally and linguistically diverse students? The discourse will expound on the implications of the new assessments for educational advancement of students who are educationally marginalized, dispossessed, and excluded in the learning process, and students whose unrealized potential is masked through the prevailing assessment processes.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools

Chair

• Thy Nguyen, Norfolk Public Schools

Papers

• Toward a Sociological Understanding of Race, Equity, and Student Achievement Data in Urban High Schools - Shaun R. Harper, University of Pennsylvania

• Reflections on the Nature of Assessment and Implications for Its Practice - Robert J. Mislevy, Educational Testing Service

• Adopting a Children's Rights Perspective - Margaret Heritage, WestEd

• Assessing the Development of Teacher Expertise to Work With English Language Learners in Ambitious Ways - Aida Walqui, WestEd

• Smarter Balanced: An Online Assessment Measuring the New Common Core State Standards While Meeting Students' Individual Needs - Magda Chia, UCLA

Discussant

• Paul LeMahieu, The Carnegie Foundation for the Advancement of Teaching