ABSTRACT
This chapter critically examines the underlying assumptions guiding the scoring of spoken and written tasks in large-scale assessments that prioritize Standard American English (SAE) and white cultural norms in their constructs and practices. The authors focus on the experiences, values, and identities of historically underrepresented students. They emphasize that the fairness and validity of constructed response scoring depend on the assessment’s evidence documentation preceding it, such as rubric development, anchor and training papers, and rater selection. Additionally, they stress the significance of considering the underlying context and cultural assumptions that inform both human and automated scoring processes.
This chapter introduces guidance for adopting an antiracist approach to monitoring and evaluating scoring systems. The authors offer recommendations for large-scale, high-stakes assessments that aim to promote antiracist scoring approaches and inclusivity.
