The Relationship Between Teachers’ Equity Orientation and Instructional Usefulness of Assessments of and for Learning

Abstract

The article presents findings from a survey study of K-12 teachers in the mid-Atlantic United States about their assessment practice. Guided by two frameworks related to teacher assessment literacy in practice and critical-data-driven decision-making, we investigated how teachers’ equity orientation is related to their perceived instructional usefulness of standardized assessments of learning and assessments for learning. Structural equation models revealed defensible contributions of equity orientation and assessment preparation and professional development, specifically, teachers’ motivations for joining the profession, preparation for reflective practice and equity-oriented practice, and beliefs about societal equality to their perceived usefulness of assessments. Findings provide empirical evidence to situate the role of and influences on assessment practices in supporting equitable learning environments.

Keywords

• assessment for learning
• equity
• assessment of learning
• structural equation modeling
• standardized assessments
• assessment as learning