Personalizing Large‐Scale Assessment in Practice

The article describes practical suggestions for measurement researchers and psychometricians to respond to calls for social responsibility in assessment. The underlying assumption is that personalizing large‐scale assessment improves the chances that assessment and the use of test scores will contri...

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Bibliographic Details
Published in:Educational measurement, issues and practice issues and practice, 2023-06, Vol.42 (2), p.5-11
Main Authors: Buzick, Heather M., Casabianca, Jodi M., Gholson, Melissa L.
Format: Article
Language:English
Subjects:
Achievement Tests
Educational Assessment
Educational evaluation
Educational tests & measurements
Equal Education
equity
Evaluation Methods
Individualized Instruction
large‐scale assessment
measurement
personalization
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Summary:The article describes practical suggestions for measurement researchers and psychometricians to respond to calls for social responsibility in assessment. The underlying assumption is that personalizing large‐scale assessment improves the chances that assessment and the use of test scores will contribute to equity in education. This article describes a spectrum of standardization and personalization in large‐scale assessment. Informed by a review of existing theories, models, and frameworks in the context of current and developing technologies and with a social justice lens, we propose steps to take, as part of assessment research and development, to contribute to the science of personalizing large‐scale assessment in technically defensible ways.
ISSN:0731-1745
1745-3992
DOI:10.1111/emip.12551