Assessment, equity, and opportunity to learn
著者
書誌事項
Assessment, equity, and opportunity to learn
Cambridge University Press, 2008
- : pbk.
- : hardback
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注記
Includes bibliographical references and index
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収録内容
- Preface / Lauren Young and Fritz Moser
- Introduction / Edward Haertel, Pamela Moss, Diana Pullin, and James Gee
- Assessment through the lens of "opportunity to learn" / Diana Pullin and Edward Haertel
- A sociological perspective on opportunity to learn and assessment / Hugh (Bud) Mehan
- A sociocultural perspective on opportunity to learn / James Paul Gee
- Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities / Diana Pullin
- Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment / Carol D. Lee
- Opportunities to learn in practice and identity / James G. Greeno and Melissa S. Gresalfi
- Game-like learning: an example of situated learning and implications for opportunity to learn / James Paul Gee
- Sociocultural implications for assessment I: classroom assessment / Pamela A. Moss
- Issues of structure and issues of scale in assessment from a situative/sociocultural perspective / Robert J. Mislevy
- Sociocultural implications for assessment II: professional learning, evaluation, and accountability / Pamela A. Moss, Brian J. Girard, and James G. Greeno
- Assessment, equity, and opportunity to learn / Diana Pullin
内容説明・目次
内容説明
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.
目次
- 1. Introduction Edward Haertel, Pamel Moss, Diana Pullin and James Gee
- 2. Assessment through the lens of 'opportunity to learn' Diana Pullin and Edward Haertel
- 3. A sociological perspective on opportunity to learn and assessment Hugh (Bud) Mehan
- 4. A sociocultural perspective on opportunity to learn James Paul Gee
- 5. Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities Diana Pullin
- 6. Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment Carol D. Lee
- 7. Opportunities to learn in practice and identity James G. Greeno and Melissa S. Gresalfi
- 8. Game-like learning: an example of situation learning and implications for opportunity to learn James Paul Gee
- 9. Sociocultural implications for assessment I: classroom assessment Pamela A. Moss
- 10. Issues of structure and issues of scale in assessment from a situative/sociocultural perspective Robert J. Mislevy
- 11. Sociocultural implications for assessment II: professional learning, evaluation, and accountability Pamela A. Moss, Brian J. Girard and James G. Greeno
- 12. Assessment, equity, and opportunity to learn Diana Pullin.
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