NCCRESt

part of the Education Reform Networks

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Test Construction

• Addressing Cultural Context in the Development of Performance-based Assessments and Computer-adaptive Testing: Preliminary Validity Considerations
  Discusses the research and steps needed to develop performance-based and computer-adaptive assessments that are culturally responsive. Supports the development of a new conceptual framework and more explicit guidelines for designing culturally responsive assessments.
• An Alternative Approach for Language Arts and Social Studies Assessment
  This paper explores issues related to alternative assessment approaches in language arts and social studies classrooms. A rationale for a more comprehensive assessment approach within a democratic framework is developed, and ideas for constructing rubrics in language arts and social studies classrooms are presented.
• Assessment in the Context of Culture and Pedagogy: A Collaborative Effort, a Meaningful Goal. Introduction and Overview
  The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments.
• Culturally Responsive Assessment: Development Strategies and Validity Issues
  Discusses challenges to the development of culturally responsive assessments, focusing on issues of validity that include construct underrepresentation, score generalizability, curricular relevance, value implications, and content/experience bias. (SLD).
• Culturally Responsive Performance-based Assessment: Conceptual and Psychometric Considerations
  Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns.
• Development and Initial Score Validation of the Teacher Multicultural Attitude Survey
  Two coordinated studies involving 429 teachers and preservice teachers and 227 education graduate students were designed to develop and validate scores on an efficient self-report measure of multicultural awareness for teachers working in kindergarten through grade 12. The construct and criterion validity and reliability of the developed Teacher Multicultural Attitude Survey are supported.