The Affective Dimension of Equitable Assessment for MLEs

In Chapter 2 , we focused on equitable assessment, which emphasizes the technical validity of measurement tools across diverse student populations (e.g., ensuring assessment methods yield comparable results) and the social-moral imperatives, such as fair access to learning opportunities and the equitable chance to succeed. In this chapter, we elaborate on another critical yet often neglected dimension influencing MLEs—the affective or social-emotional aspects of equitable assessments. We briefly introduced the affective dimension in Chapter 2 as part of our E5 model, but in this chapter, we delve deeper into it, highlighting its profound impact on assessment practices and outcomes. By introducing the concept of the affective dimension of equitable assessment , we aim to center conversations around the emotional well-being of learners during assessments, the influence of their emotional intelligence on their ability to navigate these assessments, and the importance of creating a supportiveenvironment where students feel safe, motivated, and confident to showcase their knowledge.