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140122 ||| eng |
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|a 9789401106337
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| 100 |
1 |
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|a Nettles, Michael T.
|e [editor]
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| 245 |
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|a Equity and Excellence in Educational Testing and Assessment
|h Elektronische Ressource
|c edited by Michael T. Nettles, Arie L. Nettles
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| 250 |
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|a 1st ed. 1995
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 1995, 1995
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| 300 |
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|a XV, 377 p
|b online resource
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|a 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
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| 653 |
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|a Economic policy
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| 653 |
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|a Assessment and Testing
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| 653 |
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|a Economic Policy
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| 653 |
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|a Educational tests and measurements
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| 700 |
1 |
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|a Nettles, Arie L.
|e [editor]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a Evaluation in Education and Human Services
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| 028 |
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|a 10.1007/978-94-011-0633-7
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| 856 |
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|u https://doi.org/10.1007/978-94-011-0633-7?nosfx=y
|x Verlag
|3 Volltext
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|a 371.26
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| 520 |
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|a 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
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