Socioculturally Responsive Assessment : Implications for Theory, Measurement, and Systems-Level Policy

Socioculturally Responsive Assessment assembles the best-available thinking from within and outside the educational measurement community about the theoretical foundations and systems-level policy implications of formal assessment programs designed to be socioculturally responsive. Synthesized from...

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Detalles Bibliográficos
Autores principales: Randy E. Bennett, Linda Darling-Hammond, Aneesha Badrinarayan
Formato: Libro
Publicado: Routledge 2025
Materias:
Acceso en línea:Ver este registro en EBSCOhost
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          Linda Darling-Hammond
          Aneesha Badrinarayan
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          Randy E. Bennett
          Linda Darling-Hammond
          Aneesha Badrinarayan
      su:
        Educational tests and measurements--Evaluation
        Culturally relevant pedagogy
        Education and state
        Educational evaluation
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          EDUCATION / Testing & Measurement
          EDUCATION / General
          EDUCATION / Educational Psychology
          EDUCATION / Inclusive Education
          Educational tests and measurements--Evaluation
          Culturally relevant pedagogy
          Education and state
          Educational evaluation
      ab: Socioculturally Responsive Assessment assembles the best-available thinking from within and outside the educational measurement community about the theoretical foundations and systems-level policy implications of formal assessment programs designed to be socioculturally responsive. Synthesized from culturally responsive assessment design and practices, culturally relevant pedagogy and funds of knowledge, universal design for learning, the learning sciences, and other literatures, this emerging concept affirms that students'learning and performance is inextricably tied to the social, cultural, and linguistic contexts in which they live and develop knowledge. Across four sections, this book provides an argument and initial evidence for impact on students, users, and assessment quality; offers guidance for implementation; and examines the potential limitations, pitfalls, barriers, and measurement issues that such programs will inevitably raise. Scholars, teaching faculty, test developers, and policymakers will come away with integral foundations, new assessment approaches, and a greater sense of the potential for positive impact that these assessments may afford.
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