Equity and Excellence in Educational Testing and Assessment

Herausgegeben:Nettles, Arie L.; Nettles, Michael T.

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Evaluation in Education and Human Services 40
• Verlag: Springer / Springer Netherlands
• Artikelnr. des Verlages: 978-94-010-4276-5
• Softcover reprint of the original 1st ed. 1995
• Seitenzahl: 396
• Erscheinungstermin: 5. Oktober 2012
• Englisch
• Abmessung: 235mm x 155mm x 22mm
• Gewicht: 598g
• ISBN-13: 9789401042765
• ISBN-10: 9401042764
• Artikelnr.: 37476873

Inhaltsangabe

I Identifying Equity Challenges in the Context of Ducational Testing and Assessment Reform.- 1. Introduction: The Pursuit of Equity in Educational Testing and Assessment.- 2. A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change Our Nation's Testing Policy.- 3. Diversity, Assessment, and Equity in Educational Reform.- 4. Equity Issues in Performance-Based Assessment.- 5. Some Prerequisites for the Establishment of Equitable, Inclusive Multicultural Assessment Systems.- II Reforms in Assessment and Testing: Are New Practices Better and More Equitable?.- 6. Achieving Equity: Counting on the Classroom.- 7. Equity and Validity Considerations in the Design and Implemention of a Mathematics Performance Assessment: The Experience of the QUASAR Project.- 8. Performance-Based Assessments: Contributor or Detractor to Equity?.- 9. Equity and Excellence in Group-Administered and Performance-Based Assessments.- 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.- 11. The Effect of Expectations on Achieving Equity in State-Wide Testing: Lessons from Massachusetts.- 12. Toward National Standards and Testing: The Educational Equity Imperative.- 13. Equity Issues in Teacher Assessment.- 14. Visions of Equity in National Assessment.