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Manuscript deadline
31 May 2021

Cover image - Educational Assessment

Educational Assessment

Special Issue Editor(s)

Alison Bailey, UCLA
[email protected]

Felipe Martinez, UCLA
[email protected]

Molly Faulkner-Bond, WestEd
[email protected]

Andreas Oranje, ETS
[email protected]

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Twin Pandemics: How a global health crisis and persistent racial injustices are impacting educational assessment

We seek full empirical and/or short theoretical contributions that examine how mounting concerns over racial inequity/injustices and recent changes triggered by the COVID-19 pandemic separately or jointly are impacting PreK-20 assessment, broadly conceived. We invite full-length empirical papers, and short pieces on theories or frameworks that can guide the research agenda or priorities for future research on key questions in these areas, including, among others:

  • How has the movement for social and racial equity influenced assessment practices in PreK-20? How are traditional assessment approaches being modified or reconsidered?
  • What are the affordances and limitations of trait-based approaches to modeling student learning in the context of persistent inequality or disrupted learning from COVID-19?
  • How are common notions of reliability and validity in assessment being affected, adapted, or reconsidered in this context?
  • What Opportunities to Learn (OTL) exist in different school or remote settings? Is there evidence of opportunity or quality gaps for different groups of students (race, ethnicity, SES, language proficiency, disability, etc.) with implications for assessment?
  • How do assessment and psychometric models attend to known OTL gaps or disparities?
  • What innovations in classroom assessment are working or not, and for which students?
  • What barriers face schools trying to implement virtual standardized testing? Do these differ for different student groups?
  • How do psychometric models handle incomplete or novel data from remote learning settings (e.g., measuring growth in the context of missing data)?
  • How are student, teacher, and school assessment or accountability systems adapting on the ground? What policies, models, or methodologies are being implemented or modified? How are key actors ensuring that changes do not affect vulnerable students?
  • What values and beliefs about teaching, assessment and learning are implicated in school districts’ attempts to support all students’ learning?
  • How is teaching quality conceptualized and measured during COVID-19 and/or in the context of persistent racial inequalities?
  • How is assessment for teacher certification, evaluation, and/or development adapting to the realities stemming from and highlighted by these twin pandemics?

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Submission Instructions

Letters of Interest (optional but preferred): Briefly describe your research objective, theoretical approach, data source(s), (expected) major findings, implications.

Length of Manuscripts: Full-length papers: 40 pages (including figures and tables); shorter theory-based pieces: approx. 5 pages.

Instructions for AuthorsSubmit an Article