By Megan Welsh posted 04-10-2020 11:08


Leanne Ketterlin-Geller, Southern Methodist University

The Committee on Diversity Issues in Testing (CODIT) is excited to announce that we have awarded five Pipeline Scholarships to support graduate students’ travel to the 2020 NCME Annual Meeting. Many congratulations to our awardees, including:

  • Daniella Reboucas from the University of Notre Dame, who will be presenting on “Exploring Group Differences in Large-Scale Assessments Using Latent Class Analysis on Process Data”
  • Darius Taylor from the University of Massachusetts, Amherst, who will be presenting on “Fairness, Equity, and Consequences in College Admissions” and “Psychometricians without Borders: Exploring the Reach of Excellence in Measurement”
  • Montserrat Valdivia from Indiana University Bloomington, who will be presenting on “DIF in MST Routing in the Context of International Large-Scale Assessments”
  • Valeria Zunino from the University of California, Davis, who will be presenting on “Assessment Fluidity: Helping Teachers to View Externally Developed Assessments as Instructional Tools”


Once information is available about revised plans for the 2020 Annual Meeting, we will re-open the application process to award the remaining two scholarships. Applications are available on the committee’s website (https://www.ncme.org/about/ncme-committees), and must be submitted with the acceptance notification indicating that you are a presenting author and the original proposal to Dr. Leanne Ketterlin Geller, Chair of the NCME CODIT, at lkgeller@smu.edu.


In other news, we are excited to share more information with you about the CODIT Invited Panel titled “Assessing Indigenous Students: Co-Creating a Culturally Relevant & Sustaining Assessment System.” In this session, our esteemed panelists will share their visions for an assessment system that recognizes the historical context in which indigenous students are situated. Current instructional and assessment systems not only fail to recognize the socio-political histories of these students; but, in most cases, are designed within a system that has sought to deny, erase, and/or justify this history. In this session, we invite panelists and the audience to ponder how we can create an assessment system culture in which the sociocultural histories and identifies of indigenous students are deliberately considered and valued– not as an afterthought, but rather in the planning and development phases of both classroom-based and large-scale assessments. The ultimate goal of this session is for researchers, policy makers, test developers, teachers and teacher-educators to begin to think more critically about the ways in which we can develop assessment systems that are both culturally relevant and (more importantly) culturally sustaining for indigenous students.


Be on the lookout for more information about the schedule of this session.