Assessment, equity, and opportunity to learn. 1. publ.

Sonst. Personen	Moss, Pamela A. (Hrsg.); Pullin, Diana C. (Hrsg.); Gee, James Paul (Hrsg.); Haertel, Edward H. (Hrsg.); Young, Lauren Jones (Hrsg.)
Titel	Assessment, equity, and opportunity to learn. 1. publ.
Quelle	Cambridge u.a.: Cambridge University Pr. (2008), XV, 364 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis Verlagsangaben Information zu den Verfassern
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-521-88045-9; 978-0-521-88045-9
Schlagwörter	Wissen; Evaluation; Bildungschance; Chancengleichheit; Chancengleichheit; Kind; Bildungssystem; Schüler; Wissen; Bildungssystem; Evaluation; USA; Behinderung; Lerntheorie; Schulklasse; Leistungsbeurteilung; Ethnische Gruppe; Individualisierung; Leistungsmessung; Heterogenität; Professionalität; Kind; Schulklasse; Schüler; Leistungsbeurteilung; Lerntheorie; Individualisierung; Sozioökonomische Lage; Behinderung; Heterogenität; Leistungsmessung; Professionalität; Rechenschaftslegung; Ethnische Gruppe; Gruppe (Soz); USA
Abstract	Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on sociocultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. This book offers educators, researchers, and policy analysts new to sociocultural perspectives a readable and engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on sociocultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4