Co-Designing Culturally Responsive Reading Assessments
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| Title: | Co-Designing Culturally Responsive Reading Assessments |
|---|---|
| Language: | English |
| Authors: | Aria S. Immanuel (ORCID |
| Source: | Practical Assessment, Research & Evaluation. 2025 30(2). |
| Availability: | University of Massachusetts Amherst Libraries. 154 Hicks Way, Amherst, MA 01003. e-mail: pare@umass.edu; Web site: https://openpublishing.library.umass.edu/pare/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N210031 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | Culturally Relevant Education, Adult Education, Student Evaluation, Test Construction, Reading Tests, Alignment (Education), Academic Standards, Skill Development, Design, Cooperation, Adult Educators, Adult Learning |
| ISSN: | 1531-7714 |
| Abstract: | As societies become more diverse, the population of adult learners is also growing increasingly heterogeneous. Adult education systems must adapt accordingly to ensure that lifelong learning opportunities remain accessible and relevant for all. However, the cultural diversity and lived experiences of adult learners are often underrepresented in existing assessments. The goal of this study is to implement culturally responsive assessment principles in the co-design of adult reading assessments. Nine adult educators co-developed nine fictional representations (avatars) that reflect the cultural backgrounds, ethnic identities, lived experiences, and learning goals of adult learners. Educators also adapted reading passages to align with these fictional avatars, and these were reviewed and revised to ensure that culturally responsive principles were incorporated. Reflections from one adult learner and two educators highlighted both enhanced engagement and challenges, as well as areas for improvement, throughout the study. The adapted reading passages demonstrated appropriate readability levels, and the assessment items reflected acceptable difficulty levels for the target population, as indicated by responses from fourteen adult learners. The study showed that the co-design process strengthened key culturally responsive assessment principles, including shared power, engagement, high expectations, and an asset-based approach in test development. Suggestions for future research are provided. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1491708 |
| Database: | ERIC |
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