Assessing Ethnicity: Equity for First-Grade Male Students on a Curriculum-Embedded Performance Assessment

Autor/inn/en	Gallant, Dorinda J.; Moore, James L., III
Titel	Assessing Ethnicity: Equity for First-Grade Male Students on a Curriculum-Embedded Performance Assessment
Quelle	In: Urban Education, 43 (2008) 2, S.172-188 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907312348
Schlagwörter	Urban Schools; Test Bias; Ethnicity; Performance Based Assessment; Performance Tests; Program Effectiveness; Literacy; Language Aptitude; Mathematics Skills; Thinking Skills; African American Students; White Students; Regression (Statistics); Grade 1; Males + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Testkritik; Ethnizität; Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachbegabung; Spracheignung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; School year 01; 1. Schuljahr; Schuljahr 01; Male; Männliches Geschlecht
Abstract	The purpose of the study was to determine the extent to which indicators on the language and literacy and mathematical thinking domains of a curriculum-embedded performance assessment functioned differently for urban, African American and White male students. A sample of 852 first-grade male students in a large urban school district, located in the southeastern part of the United States, was included in the study. An ordinal logistic regression procedure was used to investigate differential item functioning for indicators on the domains. Results showed differences in the average ratings of African American and White male students on 25 of the 26 indicators. However, the indicators did not function differently for the ethnicity groups when students were matched on ability level. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10