Article

Educational Measurement and Equity: The Evolution of Our Graduate Program

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Abstract

We share the creation and evaluation of a faculty professional development course aimed to create a culture within an educational measurement graduate program that acknowledges the history and current practices of the field and supports faculty and students in using assessment and methods for good rather than harm. Eight educational measurement faculty members participated in a needs assessment to understand their knowledge and skills in equity-centered assessment. Results indicated moderate to high value for equity-centered assessment but lower confidence in their skills, with barriers including time constraints and task difficulty. The year-long professional development increased faculty confidence related to equity-centered concepts, leading to several program-related changes, which included the addition of a new course and integration of equity topics in monthly program meetings with students. Faculty also incorporated an equity focus into their advising and courses, engaging students in equity-centered projects and assignments. Graduate assistantships were also adapted to include opportunities for equity-centered assessment practices should students seek them out. Faculty reflections highlighted the transformative impact of the professional development. We call for continuous professional development supported by organizational (e.g., APA, NCME) and institutional backing to enhance intentional integration of equity into graduate program curriculum and practices in educational measurement.

Keywords: educational measurement, equity, compentencies, faculty training

How to Cite:

Finney, S., Leventhal, B., Kaye, E. & Wilson, N., (2025) “Educational Measurement and Equity: The Evolution of Our Graduate Program”, Practical Assessment, Research, and Evaluation 30(2): 1. doi: https://doi.org/10.7275/pare.3118