ABSTRACT
The chapters in Section 2 concern culturally responsive assessment (CRA) in large-scale assessments. I offer comments from the perspective of educational assessment as an evidentiary argument situated in social contexts, shaped by purposes and beliefs, and centered on students’ developing competencies for valued activities. After reviewing this perspective, I discuss cross-cutting themes and insights that the authors present:
Historical influences on current practices and ways they might be improved.
The situated nature and the consequent role of measurement modeling.
Evidentiary considerations for large-scale assessments for socioculturally diverse student populations.
Frameworks and processes for designing CRAs in large-scale settings.
Implications for, and tradeoffs among, validity, fairness, and comparability.
