 Assessment, Equity, and Opportunity to Learnreviewed by Gregg Primo Ventello - September 26, 2008  Title: Assessment, Equity, and Opportunity to LearnAuthor(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 Search for book at Amazon.com 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.) To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
|