| Description |
ix, 308 pages ; 22 cm |
| Series |
Assessing assessment |
|
Assessing assessment.
|
| Contents |
1. Defining equity -- 2. Sex differences in intellectual abilities -- 3. Intelligence and intelligence testing -- 4. International surveys of achievement -- 5. National assessment programmes 1: The Assessment of Performance Unit in the UK -- 6. National assessment programmes 2: The National Assessment of Educational Progress in the USA -- 7. National Curriculum assessment -- 8. Examination performance -- 9. Conclusions: Beyond the concept of a fair test |
| Summary |
How far is assessment fair? In this evaluation of research from a wide range of countries the authors examine the evidence for differences in performance among gender and ethnic groups on various forms of assessment. They explore the reasons put forward for these observed differences and clarify the issues involved. The authors' concern is that assessment practice and interpretation of results are just for all groups. This is a complex field in which access to schooling, the curriculum offered, pupil motivation and esteem, teacher stereotype and expectation all interact with the mode of assessment. This analytical and comprehensive overview is essential reading in a field crucial to educators |
| Analysis |
England |
|
Schools Students Assessment |
|
Wales |
|
England |
|
Schools Students Assessment |
|
Wales |
| Bibliography |
Includes bibliographical references (pages [278]-301) and index |
| Subject |
Educational tests and measurements -- Great Britain.
|
|
Examinations -- Validity -- Great Britain.
|
|
Sexism in educational tests -- Great Britain.
|
|
Test bias -- Great Britain.
|
| Author |
Murphy, Patricia, 1952-
|
| LC no. |
93023368 |
| ISBN |
0335156738 (paperback) |
|
0335156746 (hbk.) |
|
