I agree with you 100% about the need to consider equity when we design assessments! I've spent a lot of time thinking about this too, and have also written about my approach here on SubStack. Back before covid, I did what you explain here: lengthy prep sheet preceding in-class assessment. The prep sheet included what I wanted students to learn and I told them the test would be a "sample" of that "population" of content. Students liked it a lot: they knew how to prepare and that's huge! Out of necessity and in the spirit of EDI and UDL I made a dramatic change during the zoom-school phase of the pandemic, and that change worked so well I am still doing it now 4 years later with no intention of going back to my "before-times" approach. If you are interested in my radical redesign and philosophy behind it, check out the newsletter here: https://ericakleinknechtoshea.substack.com/p/trade-tools-mastery-testing
I agree with you 100% about the need to consider equity when we design assessments! I've spent a lot of time thinking about this too, and have also written about my approach here on SubStack. Back before covid, I did what you explain here: lengthy prep sheet preceding in-class assessment. The prep sheet included what I wanted students to learn and I told them the test would be a "sample" of that "population" of content. Students liked it a lot: they knew how to prepare and that's huge! Out of necessity and in the spirit of EDI and UDL I made a dramatic change during the zoom-school phase of the pandemic, and that change worked so well I am still doing it now 4 years later with no intention of going back to my "before-times" approach. If you are interested in my radical redesign and philosophy behind it, check out the newsletter here: https://ericakleinknechtoshea.substack.com/p/trade-tools-mastery-testing