Equity in Multicultural Student Assessment

Abstract

Research on multicultural groups such as Black, Hispanic, First Nation, and English Second Language students suggests that recent standards-based reforms and the large-scale assessment programs that accompany their implementation are unfair. This paper argues that promoting fairness in large-scale assessment will only occur when equity is viewed as a multi-faceted construct. Issues surrounding technical quality, utilization, reporting, and most importantly, educational opportunity, provide an overarching framework for understanding fairness and bias in large-scale assessment. The conclusion suggests comprehensive reforms that strengthen schools, families, and local communities are crucial for closing the achievement gap.