부산대학교 도서관

The sheer amount of time that school psychologists spend conducting assessments, coupled with the shift in the field toward incorporating a socially just lens into practice, elicits the question: What constitutes socially just academic assessments, and what are the related best practices? Considering the complexities related to applying a social justice approach to academic assessment in school psychology, implementation of this approach in schools should be perceived as an ongoing process that is gaining momentum through awareness and advocacy. School psychologists are in an optimal position to ensure that academic assessments in schools are conducted in a manner that reflects social justice. This article discusses the following topics: (1) a socially just framework for school-based academic assessments; (2) an ecological and multicultural approach to academic assessments; (3) response to intervention (RTI) and social justice; (4) fostering a social justice approach to academic assessments; and (5) best practice recommendations for socially just academic assessments.