Today’s schools are becoming increasingly diverse with regard to culture, language, ethnicity, and socioeconomic status. Consequently, educational practitioners are challenged with providing effective learning environments, including the use of fair and valid assessment for every student who comprise culturally and linguistically diverse student populations.
Unfortunately, performance on educational outcomes demonstrate poorer learning outcomes for indigenous, minority or vulnerable students. Even though multiple factors contribute to such discrepancies in educational outcomes it is important to design assessments that can provide accurate estimation of student knowledge, skills and competencies and not lead to biased results and use of test scores. That is, there is a need for culturally responsive assessments that allow every student to engage in and demonstrate their learning in a variety of ways, taking into account the inherent differences and diversity among these students.
In terms of assessing student learning, the field has remained largely quiescent to date with respect to responding to cultural values and priorities. Therefore, the focus of this Research Topic will be the understanding and examination of culturally responsive assessment practices and their impact on student learning and policy. We welcome interdisciplinary and international researchers and practitioners who address the vital need of culturally responsive assessment approaches. Comparative or descriptive studies in developing nations would be of great interest.
We are encouraging the following submission formats:
- Original research. Original Research articles report on primary and unpublished studies and should describe the aims and hypothesis, methods, results and interpretation of the research.
- Methods. Methods articles present a new method, or emerging technique that opens new avenues for the investigation of important issues in a field.
- Opinion. Opinion articles allow authors to contribute viewpoints on the interpretation of recent findings in any research area, value of methods used, weaknesses and strengths of any scientific hypotheses.
- Review. Review articles cover topics that have seen significant development or progress in recent years with comprehensive depth, and provide a balanced perspective.
More information about these formats can be found here: http://journal.frontiersin.org/journal/education/section/assessment-testing-and-applied-measurement#article-types
Today’s schools are becoming increasingly diverse with regard to culture, language, ethnicity, and socioeconomic status. Consequently, educational practitioners are challenged with providing effective learning environments, including the use of fair and valid assessment for every student who comprise culturally and linguistically diverse student populations.
Unfortunately, performance on educational outcomes demonstrate poorer learning outcomes for indigenous, minority or vulnerable students. Even though multiple factors contribute to such discrepancies in educational outcomes it is important to design assessments that can provide accurate estimation of student knowledge, skills and competencies and not lead to biased results and use of test scores. That is, there is a need for culturally responsive assessments that allow every student to engage in and demonstrate their learning in a variety of ways, taking into account the inherent differences and diversity among these students.
In terms of assessing student learning, the field has remained largely quiescent to date with respect to responding to cultural values and priorities. Therefore, the focus of this Research Topic will be the understanding and examination of culturally responsive assessment practices and their impact on student learning and policy. We welcome interdisciplinary and international researchers and practitioners who address the vital need of culturally responsive assessment approaches. Comparative or descriptive studies in developing nations would be of great interest.
We are encouraging the following submission formats:
- Original research. Original Research articles report on primary and unpublished studies and should describe the aims and hypothesis, methods, results and interpretation of the research.
- Methods. Methods articles present a new method, or emerging technique that opens new avenues for the investigation of important issues in a field.
- Opinion. Opinion articles allow authors to contribute viewpoints on the interpretation of recent findings in any research area, value of methods used, weaknesses and strengths of any scientific hypotheses.
- Review. Review articles cover topics that have seen significant development or progress in recent years with comprehensive depth, and provide a balanced perspective.
More information about these formats can be found here: http://journal.frontiersin.org/journal/education/section/assessment-testing-and-applied-measurement#article-types