Evaluating Equity in Alternative Assessment: An Illustration of Opportunity-to-Learn Issues
Evaluating Equity in Alternative Assessment: An Illustration of Opportunity-to-Learn Issues
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评估替代评估中的公平性：学习机会问题的例证
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
Davina C. D. Klein
中科院分区：
文献类型：
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作者：
J. Herman;Davina C. D. Klein
摘要 基于 1993 年加州学习评估系统 (CLAS) 中年级数学成绩评估（一种创新的替代评估），本研究探讨了所有学校是否为学生提供平等的机会来学习所评估的内容，无论其所服务的学生的文化、种族或社会经济背景如何。学习机会的定义包括一系列可能影响学生表现的变量，包括获取资源、获取高质量教学内容和流程、校外机会以及直接为 CLAS 做准备。数据收集工作包括教师访谈、学生调查、学生回顾性有声思考访谈以及评估管理的课堂观察。研究人员选择了全州 13 所学校来代表三大类学校：富裕的郊区；低社会经济地位（SES）城市；以及偏远、混合社会经济地位的农村学校。调查结果强调了一些不同的...
Abstract Based on the 1993 California Learning Assessment System (CLAS) Middle Grades Mathematics Performance Assessment, an innovative alternative assessment, the study explores whether all schools, regardless of the cultural, ethnic, or socioeconomic background of the students they serve, provide students with equal opportunity to learn that which is assessed. Opportunity to learn was defined to include a range of variables likely to influence student performance, including access to resources, access to high-quality instructional content and processes, extra-school opportunities, and direct preparation for the CLAS. Data collection efforts included teacher interviews, student surveys, student retrospective think-aloud interviews, and classroom observations of the assessment administration. Researchers chose 13 schools across the state to represent three broad categories of schools: affluent suburban; low-socioeconomic-status (SES) urban; and remote, mixed SES rural schools. Findings high-light some dif...