This SIGIMIE focuses on historically marginalized learner populations and the measurement practices that shape their educational experiences.
We believe that meaningful progress in educational measurement requires sustained attention not only to who is being assessed, but also to how assessments are designed, validated, and interpreted. Marginalization is often intersectional, with overlapping identities amplifying the ways in which students may be excluded or disadvantaged in standardized testing contexts. Through research and dialogue, we strive to develop assessment practices that serve all learners fairly.