Educators and researchers strive to build policies and practices on data and evidence, especially on academic achievement scores. When assessment scores are inaccurate for specific student populations or when scores are inappropriately used, even data‐driven decisions will be misinformed. To maximize the impact of the research‐practice‐policy collaborative, every stage of the assessment and research process needs to be critically interrogated. In this paper, we highlight the need to reframe assessment and research for multilingual learners, students with disabilities, and multilingual students with disabilities. We outline a framework that integrates three critical perspectives (QuantCrit, DisCrit, and critical multiculturalism) and discuss how this framework can be applied to assessment creation and research.

中文翻译：

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重构研究和评估实践：推进反种族主义和反残疾研究议程

教育工作者和研究人员努力根据数据和证据，特别是学术成绩分数制定政策和实践。当特定学生群体的评估分数不准确或分数使用不当时，即使是数据驱动的决策也会被误导。为了最大限度地发挥研究-实践-政策合作的影响，评估和研究过程的每个阶段都需要受到批判性的审视。在本文中，我们强调需要重新构建多语言学习者、残疾学生和多语言残疾学生的评估和研究。我们概述了一个整合了三个批判视角（QuantCrit、DisCrit 和批判多元文化主义）的框架，并讨论了如何将该框架应用于评估创建和研究。