The Classroom Assessment Podcast Episode 9: Life and Legacy with Lorrie Shepard
May 19, 2025
Lorrie A. Shepard, University Distinguished Professor and veteran measurement researcher, reflects on sociocultural learning and equitable assessment. She discusses the limits of standardized tests and the value of richer, open-ended tasks. Grading harms, culturally responsive approaches, and practical 'as-if' grades come up. She also urges stronger partnerships between content experts and assessment researchers.
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Early Research Sparked Equity Focus
- Lorrie Shepard described early research into misclassification and kindergarten readiness that sparked her focus on equity.
- She found half the cost of special education identification went to assessment rather than intervention, revealing unintended harms.
Testing Can Distort What We Teach
- High-stakes tests change teaching by elevating limited item types into de facto curricula and distort instruction.
- Open-ended tasks and asking students to explain reasoning better represent thinking and deepen learning.
Identity Is Central To Learning
- Sociocultural theory shows identity, motivation, and belonging are central to learning, not peripheral.
- Teachers must connect content to students' lives and communities to support deep engagement.
