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Equity-Oriented Assessment Contexts
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Division Virtual Rooms, Division H - Section 3: Assessment in Schools Virtual Paper Session RoomSession Type: Paper Session
Abstract
This session focuses on papers that take an equity perspective within a range of assessment contexts. Topics of individual papers range from teacher-equity orientation and its relationship to perceived usefulness of classroom assessments, the equity of embedding comprehension items within reading passages for diverse students, practitioners’ perspectives on the usefulness of SEL assessments for a range of learners, and the adaptation and validation of an observational protocol for students with additional learning needs to ensure adequate access to quality early childhood programs.
Sub Unit
Chair
Papers
Examining the Relationship Between Teachers' Equity Orientation and Perceived Usefulness of Assessments of and for Learning - Divya Varier, George Mason University; Marvin Powell, George Mason University; Stephanie L. Dodman, George Mason University; Elizabeth K. DeMulder, George Mason University; Jenice L. View, George Mason University; Elisa Wolf, George Mason University
Exploring Student Reading Comprehension Performance, Equity, and Engagement by Embedding Comprehension Items Within Reading Passages - Meg A. Guerreiro, NWEA; Elizabeth Barker, NWEA; Janice Lee Johnson, Houghton Mifflin Harcourt
Teacher and School Leader Perspectives on Group-Scored Social Emotional Learning Assessments - Samuel Rikoon, Educational Testing Service; Dessi Kirova, Massachusetts Department of Elementary and Secondary Education
An Adaptation and Validation Study of an Observation-Based Assessment in Early Childhood Education - Toshiko Kamei, University of Melbourne