A fair test? : assessment, achievement, and equity

Description

How far is assessment fair? In this evaluation of research from a wide range of countries the authors examine the evidence for differences in performance among gender and ethnic groups on various forms of assessment. They explore the reasons put forward for these observed differences and clarify the issues involved. The authors' concern is that assessment practice and interpretation of results are just for all groups. This is a complex field in which access to schooling, the curriculum offered, pupil motivation and esteem, teacher stereotype and expectation all interact with the mode of assessment. This analytical and comprehensive overview is essential reading in a field crucial to educators. Series editor's introduction Acknowledgements Introduction p. 1 Defining equity p. 7 Sex differences in intellectual abilities p. 28 Intelligence and intelligence testing p. 65 International surveys of achievement p. 92 National assessment programmes 1: The Assessment of Performance Unit in the UK p. 114 National assessment programmes 2: The National Assessment of Educational Progress in the USA p. 152 National Curriculum assessment p. 186 Examination performance p. 210 Conclusions: Beyond the concept of a fair test p. 260 References p. 278 Index p. 303