Using what is known about how students develop as writers and combining that knowledge with the powerful work that has been done on antiracist, culturally sustaining, and trauma-informed pedagogies, the authors lay out a framework for justice-oriented classroom literacy assessments.

Randall, J., Poe, M., & Slomp (2021). Ain’t ought to be in the dictionary: Getting to justice by dismantling anti-Black literacy assessment practices. Journal of Adolescent & Adult Literacy, 64(5), 594-599.