Presented by: Holden

Recent demographic shifts have been observed in the U.S., including increases in racial/ethnic diversity as well as forms of cultural and neurodiversity. These patterns of demographic change are also projected to continue in the future. Likewise, debates in cognitive assessment research puzzle over whether assessments can be applied in ways that promote greater fairness and educational equity. Considering the growing forms of demographic diversity, I will first discuss the array of diversity, equity, and inclusion concerns in current assessment research and practice. I will then make the argument that cognitive assessments can be used to promote equity through the use of a more modern model of intelligence through Process Overlap Theory. Process Overlap Theory defines intelligence as emergent through the interaction of domain general and domain specific abilities as sub-measures of g. To support the argument for Process Overlap Theory, I will discuss empirical evidence highlighting the utility of sub-measures of g in improving fairness and equity. I will conclude with recommendations for researchers and practitioners.