Article

Participatory Construct Mapping

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Abstract

Culturally responsive assessment frameworks are essential for enhancing fairness in educational testing and ensuring relevance across diverse settings. This article explores Participatory Construct Mapping as a practical method for improving the cultural and contextual validity of assessments. Drawing from feminist and decolonial methodologies, Participatory Construct Mapping involves test-takers in defining constructs, emphasizing the importance of voice, epistemological diversity, and positionality. By integrating participants’ perspectives, this methodology provides a transparent foundation for item and test development.  This article highlights the application of Participatory Construct Mapping in revising Room to Read's Adolescent Life Skills Assessment (ALSA) across Nepal, Tanzania, and Bangladesh. Through scenario-based discussions with adolescent girls, constructs were mapped to reflect skills relevant at home, school, and community levels. The resulting construct maps informed the development of culturally relevant items. Pilot testing and qualitative feedback ensured both psychometric rigor and participant engagement. We conclude that Participatory Construct Mapping supports broader test development goals and that its applications extend beyond test design.

Keywords: cultural relevance, ALSA, measurement, participatory methodologies, justice oriented, construct maps

How to Cite:

Gandara, F., (2026) “Participatory Construct Mapping”, Practical Assessment, Research, and Evaluation 31(1): 8. doi: https://doi.org/10.7275/pare.2837