Equity and Excellence in Educational Testing and Assessment (Evaluation in Education and Human Services)

ISBN 10: 9401042764 / ISBN 13: 9789401042765

Editore: Springer, 2012

Riguardo questo articolo

SUPER FAST SHIPPING.

Codice articolo 9789401042765

Dati bibliografici

• Titolo: Equity and Excellence in Educational Testing and Assessment (Evaluation in Education and Human Services)
• Editore: Springer
• Data di pubblicazione: 2012
• Lingua: Inglese
• ISBN 10: 9401042764
• ISBN 13: 9789401042765
• Rilegatura: Brossura
• Condizione: New

Descrizione articolo

Riassunto

5 TABLE I Average Reading Proficiency and Achievement Levels by RacelEthnicity Grades 4 8 and 12 1992 Reading Assessment Percentage of Student At or Above Percentage of Average Proficient Basic Below Basic Advanced I Students Proficiency I Grade 4 White 71 226 6 31 68 J2 69 16 193 0 Black 7 31 Hispanic 9 202 2 13 41 59 Asian/Pacific Islander 2 216 2 21 55 45 American Indian 2 208 2 15 50 50 Grade 8 70 White 268 3 34 77 23 Black 16 238 0 8 44 56 Hispanic 10 242 I 13 49 51 AsianlPacific Islander 3 270 6 38 77 23 American Indian 1 251 I 18 60 40 Grade 12 White 72 297 4 43 82 18 Black 15 272 0 16 54 46 9 277 Hispanic 1 21 61 39 Asian/Pacific Islander 4 291 4 39 74 26 American Indian 0 272 I 24 S2 48 Source: National Assessment of Educational Progress (NAEP), 1992 Reading Assessment. Reprinted from "NAEP 1992 Reading Report Card for the Nation and the States. " l be reading at the advanced level . A much higher percent of White Americans are performing at the proficient and advanced levels.

Contenuti

I: Identifying Equity Challenges in the Context of Educational Testing and Assessment Reform. 1. Introduction: the Pursuit of Equity in Educational Testing and Assessment; M.T. Nettles, A. Bernstein. 2. A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change our Nation's Testing Policy; G. Madaus. 3. Diversity, Assessment, and Equity in Educational Reform; E.L. Baker, H.F. O'Neil Jr. 4. Equity Issues in Performance-Based Assessment; L. Darling-Hammond. 5. Some Prerequisites for the Establishment of Equitable, Inclusive Multicultural Assessment Systems; M. Neill. II: Reforms in Assessment and Testing: Are New Practices Better and More Equitable? 6. Achieving Equity: Counting on the Classroom; M.A. Barr, J. Cheong. 7. Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Assessment: the Experience of the QUASAR Project; S. Lane, E.A. Silver. 8. Performance-Based Assessments: Contributor or Detractor to Equity? L.F. Winfield. 9. Equity and Excellence in Group-Administered and Performance-Based Assessments; S.J. Meisels, A. Dorfman, D. Steele. III: Impact of Assessment Reforms at Three Levels: the Classroom, the State, and the Nation. 10. Using New Forms of Assessment to Assist in Achieving Student Equity: Experiences of the CCSSO State Collaborative on Assessment and Student Standards; E.D. Roeber. 11. The Effect of Expectations on Achieving Equity in State-Wide Testing: Lessons from Massachusetts; E. Badger. 12. Toward National Standards and Testing:the Educational Equity Imperative; D.M. Stewart, H.T. Everson. 13. Equity Issues in Teacher Assessment; C.A. Dwyer, P.A. Ramsey. 14. Visions of Equity in National Assessment; S.T. Johnson. Index.