Despite increasing awareness about the role of classroom assessments in perpetuating educational inequities, the research community continues to struggle with how to support teachers to design and use classroom assessments for achieving equity. In response to recent calls to better connect learning theory to the design of classroom assessments, we explore the links among contemporary learning theories, classroom assessments, equity, and teachers’ professional learning. Building a conceptual argument that we should shift our attention from assessment tasks to a classroom activity system to better support minoritized students’ learning via classroom assessment, we examine how teachers participate in assessment codesign activities in two research-practice partnerships (RPPs), and then identify emerging tensions in relation to promoting equity. Each RPP drew upon contemporary learning theories—sociocognitive and sociocultural learning theories, respectively—to create a coherent system of curriculum, instruction, and assessment. The examples show that the tensions emerging from each project are at least partially related to the learning theory that led the researchers to set up professional learning settings in a particular way. Our findings suggest that managing these tensions is an inherent part of the work as researchers seek to support equitable student learning. We discuss specific implications for the assessment community.

中文翻译：

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学习理论、课堂评估和公平

尽管人们越来越意识到课堂评估在延续教育不平等方面的作用，但研究界仍在努力解决如何支持教师设计和使用课堂评估以实现公平的问题。为了响应最近将学习理论与课堂评估设计更好地联系起来的呼吁，我们探索了当代学习理论、课堂评估、公平和教师专业学习之间的联系。建立一个概念论证，即我们应该将注意力从评估任务转移到课堂活动系统为了通过课堂评估更好地支持少数族裔学生的学习，我们研究了教师如何在两个研究实践合作伙伴关系 (RPP) 中参与评估协同设计活动，然后确定与促进公平相关的新出现的紧张局势。每个 RPP 都借鉴了当代学习理论——分别是社会认知和社会文化学习理论——来创建一个连贯的课程、教学和评估系统。这些例子表明，每个项目中出现的紧张局势至少部分与导致研究人员以特定方式建立专业学习环境的学习理论有关。我们的研究结果表明，随着研究人员寻求支持公平的学生学习，管理这些紧张局势是工作的固有部分。我们讨论了对评估社区的具体影响。