Linking Rights, Needs, and Fairness in High-Stakes Assessments and Examinations

Autor/inn/en	Woods, Kevin; McCaldin, Tamsin; Hipkiss, Amanda; Tyrrell, Beverley; Dawes, Megan
Titel	Linking Rights, Needs, and Fairness in High-Stakes Assessments and Examinations
Quelle	In: Oxford Review of Education, 45 (2019) 1, S.86-101 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1494555
Schlagwörter	Childrens Rights; Student Rights; Student Evaluation; High Stakes Tests; Educational Assessment; Test Bias; Testing Accommodations; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? 'Children''s rights'; Kindesrecht; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Testkritik; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This paper presents a novel explanation for the continued absence of a children's rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of 'student assessment needs' is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose 'rights respecting assessment', complementary to UNICEF's 'Rights Respecting Schools' initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01