Assessment Questions: Equity Answers. Proceedings of the 1993 CRESST Conference (Los Angeles, California, September 12-14, 1993). Evaluation Comment.

Autor/in	Rothman, Robert
Institution	Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Assessment Questions: Equity Answers. Proceedings of the 1993 CRESST Conference (Los Angeles, California, September 12-14, 1993). Evaluation Comment.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Access to Education; Alternative Assessment; Conferences; Cost Effectiveness; Cultural Awareness; Cultural Differences; Definitions; Educational Assessment; Educational Change; Educational Objectives; Elementary Secondary Education; Equal Education; Outcomes of Education; Performance Based Assessment; Portfolios (Background Materials); Racial Differences; Standards; Test Bias; Test Construction; Test Interpretation; Testing; Testing Programs + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Begriffsbestimmung; assessment; Bewertungssystem; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Leistungsermittlung; Rassenunterschied; Standard; Testkritik; Testaufbau; Test analysis; Testauswertung; Testdurchführung; Testen
Abstract	Focusing on one of the critical questions in the shift to new forms of assessment, researchers, policymakers, and teachers met at the 1993 Center for Research on Evaluation, Standards, and Student Testing (CRESST) to consider equity in assessment. The opening remarks of CRESST co-director Robert Linn stressed that equity is at the center of debates over assessment and new standards. Synopses of the remarks of a number of speakers are grouped under the following headings: (1) the definition of equity; (2) the evaluation of the fairness of assessments; (3) data from large-scale assessment programs; (4) costs of performance assessment; (5) equity and assessment design; (6) portfolios; (7) group assessment; (8) equity and the interpretation of assessment results; (9) equity and the research agenda; and (10) reports from working groups on the design of equity-sensitive performance assessments. The concluding remarks of Adam Urbanski of the Rochester (New York) Teachers Association pointed out that reforming schools is a long and difficult process that must involve the entire community. A list of CRESST and Center for the Study of Evaluation reports available is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC