Hostname: page-component-669899f699-swprf Total loading time: 0 Render date: 2025-05-03T15:38:29.014Z Has data issue: false hasContentIssue false
  • English
  • Français

Strategic responses to anti-DEI legislation: The promise of culturally responsive assessments

Published online by Cambridge University Press:  19 November 2024

Emily Gallegos Open the ORCID record for Emily Gallegos [Opens in a new window] ,
Katrisha M. Smith Open the ORCID record for Katrisha M. Smith [Opens in a new window] ,
Juveria Syed ,
Ricardo R. Brooks Open the ORCID record for Ricardo R. Brooks [Opens in a new window]  and
Michelle P. Martín-Raugh Open the ORCID record for Michelle P. Martín-Raugh [Opens in a new window]
Emily Gallegos*
Affiliation:
Department of Psychology, University of Texas at Arlington, Arlington, USA
Katrisha M. Smith
Affiliation:
Department of Psychology, University of Texas at Arlington, Arlington, USA
Juveria Syed
Affiliation:
Department of Psychology, University of Texas at Arlington, Arlington, USA
Ricardo R. Brooks
Affiliation:
Department of Psychology, Pennsylvania State University, University Park, USA
Michelle P. Martín-Raugh
Affiliation:
Department of Psychology, University of Texas at Arlington, Arlington, USA
*
Corresponding author: Emily Gallegos; Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 17 , Issue 4 , December 2024 , pp. 481 - 485
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Bennett, R. E. (2023). Toward a theory of socioculturally responsive assessment. Educational Assessment, 28(2), 83–104.CrossRefGoogle Scholar
Brown, M., Burns, D., McNamara, G., & O’Hara, J. (2022). Culturally responsive classroom-based assessment: A case study of secondary schools in Ireland. Revista de Investigación Educativa, 40(1), 15–32. https://doi.org/10.6018/rie.496681 CrossRefGoogle Scholar
Dalal, D. K., Randall, J., Danna, G. C., & Ash, J. (2023). Identifying critical psychological characteristics related to successful performance as a contact tracer: A job analysis. Personnel Assessment and Decisions, 9(1), 63–81.CrossRefGoogle Scholar
Follmer, K. B., Sabat, I. Kristen P. Jones, K., P., & King, E. (2024). Under attack: Why and how I-O psychologists should counteract threats to DEI in education and organizations. Industrial and Organizational Psychology, 17.Google Scholar
Gallup. (2022). Force for good report. https://www.bentley.edu/files/gallup/Bentley-Gallup_Force_for_Good_Report_final.pdf Google Scholar
Hardy, J. H. III, Tey, K. S., Cyrus-Lai, W., Martell, R. F., Olstad, A., & Uhlmann, E. L. (2022). Bias in context: Small biases in hiring evaluations have big consequences. Journal of Management, 48(3), 657–692. https://doi.org/10.1177/0149206320982654 CrossRefGoogle Scholar
Kūkea Shultz, P., Englert, K., Krug, K., Ruth, K., Ching, L., & Franco, L. (2019). Context matters: The promise of cultural and community validity in assessment [Conference session]. Third Annual NCME Special Conference on Classroom Assessment, Boulder CO, United States. https://drive.google.com/file/d/1Q0JXb7cYwnCuItoY9961yp-F3jFylwWT/view Google Scholar
Leong, C. W., Roohr, K., Ramanarayanan, V., Martin-Raugh, M. P., Kell, H., Ubale, R., & McCulla, L. (2019). To trust, or not to trust? A study of human bias in automated video interview assessments. https://doi.org/10.48550/arXiv.1911.13248,Google ScholarPubMed
Long, D. A. (2009, November 7). The promise of customized training: Evidence from the United States. [Paper presentation]. Employment, Social Affairs and Equal Opportunity and the University of Maryland School of Public Policy, Washington, DC.Google Scholar
Martín-Raugh, M. P., Reese, C. M., Tannenbaum, R. J., Steinberg, J. H., & Xu, J. (2016). Investigating the relevance and importance of high-leverage practices for beginning elementary school teachers (Research Memorandum No. RM-16-11). Educational Testing Service.Google Scholar
Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://learningoutcomesassessment.org/wp-content/uploads/2019/02/OccasionalPaper29.pdf Google Scholar
Mortaz Hejri, S., Ivan, R., & Jama, N. (2022). Assessment through a cross-cultural lens in North American higher education. Frontiers in Education, 7, 1–6. https://doi.org/10.3389/feduc.2022.1012722,CrossRefGoogle Scholar
Moscoso, S. (2003). The within-setting variability of validity in cognitive ability tests. International Journal of Selection & Assessment, 11(4), 352–355, https://doi.org/10.1111/j.0965-075X.2003.00258.xCrossRefGoogle Scholar
Pennock-Román, M. (1993). The status of research on the scholastic aptitude test (SAT) and Hispanic students in postsecondary education. In Gifford, R. B. (Eds.), Policy perspectives on educational testing (pp. 75–115). Springer Netherlands.CrossRefGoogle Scholar
Sinharay, S., & Johnson, M. S. (2024). Computation and accuracy evaluation of comparable scores on culturally responsive assessments. Journal of Educational Measurement, 61(1), 5–46.CrossRefGoogle Scholar
Strah, N., & Rupp, D. E. (2022). Are there cracks in our foundation? An integrative review of diversity issues in job analysis. Journal of Applied Psychology, 107(7), 1031–1051.CrossRefGoogle ScholarPubMed
Walker, M. E., Olivera-Aguilar, M., Lehman, B., Laitusis, C., Guzman-Orth, D., & Gholson, M. (2023). Culturally responsive assessment: Provisional principles. ETS Research Report Series, 2023(1), 1–24. https://doi.org/10.1002/ets2.12374CrossRefGoogle Scholar
Yi, J., Neville, H. A., Todd, N. R., & Mekawi, Y. (2022). Ignoring race and denying racism: A meta-analysis of the associations between colorblind racial ideology, anti-Blackness, and other variables antithetical to racial justice. Journal of Counseling Psychology, 70(3), 258–275.CrossRefGoogle ScholarPubMed
Zucker, S., Sassman, C., & Case, B. J. (2004). Cognitive labs. Hartcourt Assessment. https://www.academia.edu/download/90433840/CognitiveLabs.pdf Google Scholar