Fair High-Stakes Assessment in the Long Shadow of COVID-19

Autor/inn/en	Nisbet, Isabel; Shaw, Stuart
Titel	Fair High-Stakes Assessment in the Long Shadow of COVID-19
Quelle	In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 5, S.518-533 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2022.2067834
Schlagwörter	High Stakes Tests; Test Bias; COVID-19; Pandemics; Social Justice; Student Evaluation; Evaluation Methods; Foreign Countries; Test Validity; United Kingdom (England) + Suchen Sie Ihr Suchwort? Testkritik; Soziale Gerechtigkeit; Schulnote; Studentische Bewertung; Ausland; Testvalidität
Abstract	Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public--not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact--and the continuing long shadow--of COVID. Can there be fair assessment in such an unfair world? We consider three types of challenge to fair assessment: (1) Theoretical challenges; (2) Challenges from thinking about social justice; and (3) Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01