Abstract

Just three years ago, a discussion about fairness might have begun with a general acknowledgement of the varied ways fairness is understood in social, legal and measurement contexts, then focused on issues specific to test design: “The goal of the fairness argument is to present evidence that the test is fair for various groups within the test-taking population."

Today, in the wake of the COVID-19 pandemic and international Black Lives Matter demonstrations, conversations about fairness also must consider these global issues. Inattention to social context is no longer an option.

The traditional definition of fairness offered in test design guides and professional standards seem insufficient for a post-pandemic, anti-racist worldview. Fairness cannot be circumscribed solely to discussions of test design, but should also include discussions of the processes used to make evaluative judgments of the meaning of test scores, the stakeholders involved in making them, the cultural and linguistic backgrounds of test-takers and how test-based decisions have disadvantaged — and continue to disadvantage — subgroups.

This presentation will take an inclusive view of educational assessment, including classroom and program assessment, and high-stakes testing. It also considers fairness as an ongoing project of justice in which assessment can be used toward addressing injustice. It acknowledges that fairness cannot be achieved without jointly considering inequality, anti-racism and even justice.