Titlebook: Equity and Excellence in Educational Testing and Assessment; Michael T. Nettles (Professor of Education and Pub Book 1995 Springer Science

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Ulla-Britt Hansson,Christer Wingrenning experience for the learners. Thus, an important criterion for judging the worth of academic activities, including assessments, is their value and contribution to the advancement of student learning. That is, all academic activities may not appear to the casual observer to be directly related to

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A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change Ouack. The most widely touted policy alternative is a national system of examinations which would employ “authentic” assessment techniques. These techniques do not require students to select their answers from given alternatives; rather they require students to construct answers, perform, or produce s

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Achieving Equity: Counting on the Classroom all students. They are asking such questions as “On what tasks is time being spent?” and“How well can Margaret read?” These questions prompt others: How valid and accurate is the evidence that Margaret was unable to read, especially since that evidence did not show what she did know and could do? W

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Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Ass National Academy of Sciences (National Research Council, 1989) and the National Council of Teachers of Mathematics (1989) have specified a new vision of mathematical proficiency—sometimes referred to as “world class standards” for mathematics education—and they have been issued at a time when conce

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Performance-Based Assessments: Contributor or Detractor to Equity? in the educational process of American youth. The discussion presented provides a conceptual framework that is based upon a review of relevant previous research. Within each of the major sections of the chapter, the equity concerns are first presented followed by conjectures about ways in which per

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Equity and Excellence in Group-Administered and Performance-Based Assessments not give all children a fair chance to succeed, because they assume that all children come to the testing situation with roughly the same experiences, experiences that are crucial for success on standardized assessments.