ABSTRACT
This chapter presents an examination of measurement practices in large-scale testing to identify ways in which test development and psychometric processes can result in assessments that are not relevant to the lived experiences of many students. We examine each aspect of the assessment development process, including construct definition, specifications, item writing, test construction, item analysis, and scale development, to reveal practices that introduce unintended bias into these assessments. We discuss how the ideas and experiences of the dominant culture are incorporated into assessment development work and how typical psychometric analyses can suppress the successful performances of minoritized students. We conclude by recommending areas of research and changes in practice to support culturally responsive assessment.
