Fairness in Multicultural Assessment Systems

Autor/in	Stobart, Gordon
Titel	Fairness in Multicultural Assessment Systems
Quelle	In: Assessment in Education: Principles, Policy and Practice, 12 (2005) 3, S.275-287 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Cultural Pluralism; Culture Fair Tests; Educational Opportunities; Equal Education; Student Evaluation; Foreign Countries; Student Diversity; Evaluation Methods; Test Construction; United Kingdom + Suchen Sie Ihr Suchwort? Kulturpluralismus; Bildungsangebot; Bildungschance; Schulnote; Studentische Bewertung; Ausland; Testaufbau; Großbritannien
Abstract	This paper is about fairness (equity) in large-scale assessment systems within multicultural societies. It makes the key assumptions that fairness is fundamentally a sociocultural, rather than a technical, issue and that fair assessment cannot be considered in isolation from both the curriculum and the educational opportunities of the students. Equity is defined as a qualitative concern for what is just. This involves, but is not the same as, equality of opportunity and of outcome. In relation to large-scale assessment four topics are addressed: the nature of the assessment system; recognizing experiences of different groups; cultural diversity; and monitoring group performance. The conclusion is that, while fair assessment can never be achieved, it can be mademore fair. At the heart of this improvement process is openness about design, constructs and scoring which brings out into the open the values and biases of the test design process. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10