Since publishing their initial think piece on Socially Just Assessment (NILOA, August, 2018), Henning & Lundquist have regularly offered further examples and discussion of the "SJA" concepts at professional educator conferences and on the Campus Labs-Anthology website. This presentation was among the first to offer concrete examples of what the various levels of engagement along their transformational continuum of socially just assessment might look like. (Examples begin on slide 15).

This bibliography encompasses three categories of scholarly production and praxis related to Socially Just Assessment (SJA): citations of calls-to-action dating from 1977 through 2018, citations of frameworks & learning models relating to SJA, and a brief compendium of institutional case studies.  (For a more complete catalogue of case studies, see the Master List in this same HubICL collection.)

"The aim of the project is to engage stakeholders across the field in a conversation about terms, ideas, and practices associated with culturally responsive and socially just assessment. To this end, a series of webinars and podcasts have been produced. The webinars and the podcast series..." are available here.

Additional details and support are available at the Student Affairs Assessment Leaders website (available from link above), including further blog posts, a listserv sign-up form and a repository of presentations, tools and tips about assessment in student affairs contexts.

This paper presents a proposal of a Model of Student’ Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society.

The proposed model considers and learns from several "alternative" student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, Democratic-Deliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment.

NOTE: Although the abstract is in English, this paper is in Spanish.

This 2009 think piece on social justice & assessment focuses primarily on the British context & was among the very first to link related fields of assessment thought under the 'social justice' heading. It offers some useful definitions of terms, including of social justice, cultural justice and associational justice, as well as a thorough discussion of classroom & e-assessment.

 Prior to 2009, the few scholars who published on the often biased nature of educational assessment tended to use phrases like culturally-fair, culturally-responsive or anti-racist to describe assessment that looks to avoid and/or dismantle educational inequity.

Socially Just Assessment, somewhat like "flipping" the lecture-based classroom structure to a more active-learning mode, is more of a methodology or a mindset than a set of specific instruments or activities.  That said, the items listed in this resource can be particularly helpful to formative assessment of individual and institutional capacity to co-create more socially just societies.

As a result of this activity, participants will be able to: 1. Analyze passages for diversity and Intercultural Development Continuum stages. 2. Recognize and discuss Intercultural Development Continuum stages and views on gay rights. 

As a result of this activity, participants will be able to: 1. "Raise new questions about the relationship between individuals, communities, and land. 2. Enhance understanding and empathy for peoples experiencing the loss of connection to home landscapes & new experiences in new landscapes. 3. Build skills for personal resilience in the face of future changes in personal connection to landscape. 4. Begin to consider the role of migration (and associated loss and/or imported preconceptions about landscapes) in past and present land use (e.g. in the American West)" (Ryan, 2012). 

30-question survey that measures just what it sounds like it measures.

This assessment measures: 1. The culturally-responsive classroom primarily in terms of instructor behavior on four factors: diverse language, diverse pedagogy, inclusion, and cultural inclusion. 2. The effect of instructor behavior on the test-taker. 

As a result of this activity, participants will be able to: 1. Learn what microaggressions are and be able to identify them. 2. Understand why microaggressions may be harmful or hurtful to others. 3. Understand the importance of rephrasing microaggressions in a way that is respectful.

This assessment measures: 1. Diversity awareness about issues of value and appreciation, learning and knowledge, intercultural interaction, social justice, and discipline practice. 

As a result of this activity, participants will be able to: 1. Define the concept of "critical mass." 2. Analyze photos for critical mass, inclusion/exclusion, and stereotypes. 

As a result of this activity, participants will be able to: 1. Give an example of white privilege. 2. Identify colorblindness as a form of white privilege. 3. Express how talking about whiteness can help deconstruct white privilege.

As a result of this two-week reflection, participants will be able to: 1. Consider and articulate more personal details about themselves and their goals. 

As a result of this activity, participants will be able to: 1. Develop awareness of how subtle beliefs and behaviors can affect social interactions in everyday life. 2. Reflect on situations where race, gender, sexuality, disability, weight, and age affect interactions.

This lesson asks participants to consider how self-care advice may be inaccessible or non-inclusive to a variety of populations. During this activity, they will be tasked with creating their own self-care guides and accessing their level of accessibility and inclusivity.

As a result of this activity, participants will be able to: 1. Understand and articulate how we place people into categories. 2. Understand how empathy impacts how we form relationships. 3. Explain how they put people into categories in their lives.