Fair and equitable assessment practices for all students |
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| Authors: | Shelleyann Scott Charles F Webber Judy L Lupart Nola Aitken Donald E Scott |
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| Institution: | 1. Faculty of Education, University of Calgary, Calgary, AB, Canada.;2. Faculty of Human, Social, and Educational Development, Thompson Rivers University, Kamloops, BC, Canada.;3. Faculty of Education, University of Alberta, Edmonton, AB, Canada.;4. Faculty of Education, University of Lethbridge, Lethbridge, AB, Canada. |
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| Abstract: | This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study. |
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| Keywords: | student assessment fairness equity discrimination assessment policy and practice professional development |
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