A New Decade for Assessment - Embedding Equity into Assessment Praxis - Occasional Paper No. 42

Oct 15, 2026

Entering a new decade with a more diverse college student population requires assessment models that involve students and more robust professional development for institutional representatives who shape student learning. Building on prior conversations about culturally responsive assessment and equity, this occasional paper frames what equitable assessment is and is not. It examines challenges and barriers, outlines likely directions for the decade ahead, and proposes concrete next steps for advancing equity and assessment work.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Abstract

A New Decade for Assessment: Embedding Equity into Assessment Praxis

What Equity-Minded Assessment Is and Is Not

Culturally Responsive Assessment

Socially Just Assessment

Bringing it All Together: Equity-Minded Assessment

Meaningful Student Involvement

Data Disaggregation, Exploration, and Action

Context-Specific Approaches and Responses

Embedded in All Things Assessment

The Barriers and Challenges to Equity in Assessment

Looking to the Decade Ahead

Professional Development: The Key to Unlocking the Potential of Equity-Minded Assessment

Focusing on Equity and Assessment

Final Thoughts

References

January 2020 N 0 42 ANew Decade for Assessment: Embedding Equity into Assessment Praxis Erick Montenegro [www.learningoutcomesassessment.org](www.learningoutcomesassessment.org) & Natasha A. Jankowski Contents Abstract 3 A New Decade for Assessment: Embedding Equity into Assessment Praxis . . . . .4 What Equity-Minded Assessment Is and Is Not . . . . .6 Culturally Responsive Assessment . . . . .6 Socially Just Assessment . . . . .7 Critical Assessment 9 Bringing it All Together: Equity-Minded Assessment . . . . .9 1. Meaningful Student Involvement . . . . . 10 2. Data Disaggregation, Exploration, and Action . . . . . 11 3. Context-Specific Approaches and Responses . . . . . 12 4. Embedded in All Things Assessment . . . . .13 The Barriers and Challenges to Equity in Assessment . . . . .14 Looking to the Decade Ahead . . . . .16 Professional Development: The Key to Unlocking the Potential of Equity-Minded Assessment 16 Focusing on Equity and Assessment . . . . . 18 Final Thoughts . . . . . 18 References 20 NILOA Mission The National Institute for Learning Outcomes Assessment (NILOA), established in 2008, is a research and resourcedevelopment organization dedicated to documenting, advocating, and facilitating the systematic use of learning outcomes assessment to improve student learning. About the Authors 24 About NILOA 25 Please Cite As: Montenegro, E., & Jankowski, N. A. (2020, January) . A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). National Institute for Learning Outcomes Assessment | 2 Abstract Entering into a new decade with an even more diversified college student population will not only require more assessment models involving students but also deeper professional development of institutional representatives key to student learning. Reflecting upon the conversations over the last three years around culturally responsive assessment and related equity and assessment discussions, this occasional paper highlights questions, insights, and future directions for the decade ahead by exploring what equitable assessment is and is not; the challenges and barriers to equitable assessment work; where the decade ahead may lead; and next steps in the conversation on equity and assessment. National Institute for Learning Outcomes Assessment | 3 ANew Decade for Assessment: Embedding Equity into Assessment Praxis Erick Montenegro & Natasha A. Jankowski In addition to being the dawn of a new decade, January 2020 marks the three-year anniversary of the National Institute for Learning Outcomes Assessment’s (NILOA) equity conversation. Working to bring the field of assessment in alignment with practices that support the success of diverse learners, NILOA’s equity work focuses on being collaborative. The conversation on equity in assessment began with the launch of Occasional Paper 29 titled Equity and Assessment: Moving Towards Culturally Responsive Assessment. The goal of the paper was to open a dialogue on the relationship between equity and assessment by presenting the concept of culturally responsive assessment. Equity and Assessment implored the field of assessment to examine assessment processes in order to be responsive to both issues of equity and the needs of diverse learners, focusing on embedding culturally responsive assessment into processes and practices. Using the paper as a space for dialogue on the assumptions from which assessment operates, Montenegro & Jankowski (2017) sought to encourage assessment work to be reflective of the students served and to ultimately use assessment data to address learning, persistence, and attainment gaps. Since 2017, the message of Equity and Assessment has spread beyond the confines of those initial pages. While our original focus was upon exploring cult

FAQs

What is the central focus of this occasional paper on assessment equity?

The paper explores what equitable assessment is and is not, the challenges and barriers to doing equitable assessment work, where the decade ahead may lead, and the next steps for continuing the equity and assessment conversation.

How does the paper describe culturally responsive assessment and socially just assessment?

It treats culturally responsive assessment and socially just assessment as core components of equity-minded assessment, explaining how assessment can be designed to better reflect diverse learners and equity needs across processes.

What actions does the paper recommend to advance equity-minded assessment?

It emphasizes meaningful student involvement, disaggregating and acting on data, using context-specific approaches, embedding equity considerations across assessment activities, and strengthening professional development for institutional representatives.

Oct 15, 2026

Uploaded by Alex Sinclair