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Drawing on sociocultural theory and critical software studies, it analyzes technology used for writing assessment and shows current software-powered tools scale progressive ideals only in limited ways. 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As a result, poor assessment practices have encouraged low-level instructional practices that disparately affect students from the most disadvantaged communities and schools. In this historical and theoretical review, we examine the misalignment between educational theory and large-scale assessment practices that rely upon technology, using writing assessment as a case in point. Drawing upon sociocultural theory and critical software studies as conceptual frameworks, we find that today’s software-powered technologies, although capable of taking progressive educational ideals to scale, have not been used for these purposes. Our proposed solution is to shift from using technologies to assess predetermined samples of evidence of learning to using technologies to facilitate complex and negotiated models of assessment. This solution would require policy shifts that honor the needs of various stakeholders in the assessment process. We offer a power-sharing concept called negotiated control that engages policymakers, educators, researchers, and community members in the assessment process.  \nKeywords: large-scale assessment, education technology, writing assessment, sociocultural theory, software  \nFor over 20 years, U. S. presidential administrations—from Clinton to Obama—have made concerted attempts to use large-scale assessment to overhaul public K–12 education in the name of equity. Through the Goals 2000: Educate America Act in 1994, the Clinton administration sought to renovate large-scale assessment nationwide and invest in school-technology infrastructure. In 2009, the Obama administration’s Race to the Top program earmarked over $4 billion to entice states and districts to reform schools from  \n1 Correspondence concerning this article should be addressed to: Dr. Nadia Behizadeh, College of Education and Human Development, Middle and Secondary Education, 30 Pryor Street, 6th floor, Atlanta, GA, 30303. [Email: nbehizadeh@gsu.edu](Email: nbehizadeh@gsu.edu).  \nBerkeley Review of Education Vol. 7 No. 1, pp. 25– 47  \n26 Behizadeh & Lynch  \nthe ground up by adopting reform strategies that included common assessment systems. More recently, the Every Student Succeeds Act in 2015 continued the requirement of annual large-scale assessment for most grade levels in multiple subject areas. At the heart of these initiatives is a century-old belief that rigorous, large-scale assessment is key to ensuring that schools provide equal opportunities for all children to learn. Yet, time and time again, such initiatives seem to fall far short of their goals, utilizing a great deal of public funding and incurring incalculable opportunity costs (Darling-Hammond, 2010; Noguera & Wells, 2011) .  \nDespite rhetoric to the contrary, policymakers––and many of the philanthropic institutions and companies whom they enlist as partners––define what it means to assess children’s learning in ways that are deeply rooted in turn-of-the-century United States. We argue that one of the causes of policymakers’ fa","cbCainZ4NqWDwzXO","https://ap.wps.com/l/cbCainZ4NqWDwzXO","pdf",366012,24,"English","# Abstract\n# Historical attempts at large-scale assessment for equity\n# Policymaking failures and the 19th-century paradigm\n# Theory, technology, and policy in equitable assessment\n# Thorndike versus Dewey: epistemological tensions","[{\"question\":\"Why does the article argue that large-scale assessment has undermined educational quality in the U.S.?\",\"answer\":\"It argues that narrow educational theory and technology limitations have produced poor assessment practices. These practices have encouraged low-level instruction and have disproportionately affected students in disadvantaged communities and schools.\"},{\"question\":\"What is the proposed solution for making large-scale assessment more equitable?\",\"answer\":\"The article proposes shifting from technologies that assess predetermined samples of learning evidence to technologies that facilitate complex, negotiated assessment models. It also calls for policy changes that respect stakeholder needs in the assessment process.\"},{\"question\":\"What does the article mean by “negotiated control”?\",\"answer\":\"“Negotiated control” is a power-sharing concept that engages policymakers, educators, researchers, and community members in the assessment process. It is presented as a way to support more equitable and sustainable assessment models.\"}]","Righting Technologies - How Large-Scale Assessment Can Foster a More Equitable Education System | PDF",1792079717]