Observing How College Students Process Culturally Responsive Test Items

Autor/in	Patterson, Christopher R.
Titel	Observing How College Students Process Culturally Responsive Test Items
Quelle	(2023), (211 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, James Madison University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3983-6
Schlagwörter	Hochschulschrift; Dissertation; College Students; Student Attitudes; Culturally Relevant Education; Test Items; Multiple Choice Tests; Test Bias; Racism; Diversity; Racial Identification + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Schülerverhalten; Test content; Testaufgabe; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testkritik; Rassismus
Abstract	Typical approaches to test and item development are rooted in the "Standards for Educational and Psychological Testing." Culturally responsive and antiracist assessment practices are two new processes that challenge the typical process noted in the "Standards," incorporating critical race theory and cultural responsiveness into the item development process. Given these two approaches are relatively new, there is minimal research on how test takers process and comprehend test items created using these approaches. This dissertation modified multiple-choice test items through the lenses of cultural responsiveness and antiracism to create two sets of item types (diversity-infused and sociopolitical consciousness; DI and SPC items), then used cognitive interviews to observe how college students process and comprehend such items. Consensus and reflexive thematic analyses of interview data show that students process DI and SPC items relatively similarly, with few but notable differences across both item type (DI vs. SPC) and racial identity (white vs. Students of Color). Results provide hope for the use of DI and SPC items in tests, although further research is needed to explore their fullest potential through refinement, topic generation, and replication with different students and analyses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01