ABSTRACT
In this chapter, the authors explore the intricate challenges of ensuring equity and fairness in educational assessment across diverse cultural contexts. They propose a culturally responsive framework grounded in philosophical inquiries into structural injustices and social identities to address the ethical complexities of assessment practices. By distinguishing between ideal and non-ideal analyses, the authors examine how assessment tools reflect normative judgments about individuals’ capabilities, thereby perpetuating systemic biases and historical injustices.
Highlighting the importance of a student-centered rights-based approach, the chapter urges assessment scholars and practitioners to critically assess and respond to the ethical dimensions obscured by current assessment practices. The authors argue that integrating philosophical insights with practical considerations can guide the development of equitable assessment practices, fostering educational environments that align with social justice principles.
This work is positioned as a vital resource for those in the field of educational assessment, offering a comprehensive framework to navigate the normative and ethical complexities inherent in assessing student capabilities and potential. Through this philosophical lens, the authors contribute to the ongoing discourse on social justice in education, advocating for a more inclusive and ethically grounded approach to assessment.
