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Assessment, Equity, and Opportunity to Learn


reviewed by Gregg Primo Ventello — September 26, 2008

coverTitle: Assessment, Equity, and Opportunity to Learn
Author(s): Pamela A. Moss, Diana C. Pullin, James Paul Gee, Edward H. Haertel, Lauren Jones Young (Eds)
Publisher: Cambridge University Press, New York
ISBN: 0521706599, Pages: 382, Year: 2008
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Assessment, Equity, and Opportunity to Learn is a collection of research essays on educational assessment. It is the result of a Spencer Foundation project to bring together scholars from a variety of disciplines to challenge and expand assessment. The team begins by asking what assessments tell us about learning and teaching. They agree that current assessments "have not been validated" as reports of state standards, or even if those state standards match what students need to become productive citizens (pp. viii-ix). The goal of assessment, they contend, should be to track students' progress and teachers' efforts in that progress so that we can contribute to what we know about teaching and learning. The first chapter is essential for those new to assessment theory. As a nation, we have employed a test-based accountability to enhance opportunity to learn (OTL). We test students because we believe knowledge resides inside one's head. The theory... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 26, 2008
http://www.tcrecord.org ID Number: 15391, Date Accessed: 12/15/2017 10:55:57 AM

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About the Author
  • Gregg Ventello
    Kansas City Kansas Community College
    E-mail Author
    GREGG PRIMO VENTELLO is an associate professor of English at Kansas City Kansas Community College where he teaches Literature, Composition, and Gender Studies. He is at work on an introductory Men’s Studies textbook, as well as a book of personal essays tentatively titled “The Commuter.” The title essay is forthcoming in the journal New Letters.
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