Alternative Assessment: Issues in Language, Culture, and Equity. Knowledge Brief Number 11.

Autor/in	Estrin, Elise Trumbull
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	Alternative Assessment: Issues in Language, Culture, and Equity. Knowledge Brief Number 11.
Quelle	(1993), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Assessment; Context Effect; Cultural Differences; Educational Assessment; Elementary Secondary Education; Equal Education; Language Proficiency; Minority Groups; Norm Referenced Tests; Performance; Performance Based Assessment; Portfolios (Background Materials); Social Influences; Teaching Methods; Test Construction; Test Use; Test Validity; Track System (Education) + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Education; assessment; Bewertungssystem; Language skill; Language skills; Sprachkompetenz; Ethnische Minderheit; Achievement; Leistung; Leistungsermittlung; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Testanwendung; Testvalidität; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Alternative assessments, also called authentic or performance assessments, have first the common notion of a meaningful performance or product. The use of such alternatives with students belonging to nondominant language and cultural groups is of interest because of the hope that this type of assessment can show what these students can really do and because of the fear that the inequities that are associated with traditional norm-referenced tests will recur. Negative consequences of traditional forms of assessment for students from nondominant cultural and language groups are well documented. Equity issues in the public debate on any assessment are consequential validity, gatekeeping, tracking, and the opportunity to learn. The social context of assessment must be acknowledged in the design of alternative assessments. The alternative-assessment approach is compatible with a constructivist view of learners. Some suggestions are offered for a culturally responsive pedagogy and assessment design. A particular focus is on portfolio use in the pluralistic classroom. Three tables and one figure illustrate the discussion. (Contains 22 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC