Fairness in Educational Assessment and the Next Edition of the Standards: Concluding Commentary

ABSTRACT

This special issue of Educational Assessment seeks to encourage reflection and discussion around the different assumptions and conceptualizations of fairness in assessment and their potential links to and implications for the next edition of the Standards for Educational and Psychological Testing. In this final commentary, the special issue editors summarize the major points advanced by the three contributing authors, and consider the variety of conceptual, methodological, and practical challenges and questions raised. We discuss a range of remaining issues requiring additional theorizing and empirical research to further illuminate and bring the ideas of the contributors to fruition. Finally, we highlight areas with direct implications to be considered in the development of the next edition of the Standards.

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.