Ongoing Issues in Test Fairness

Autor/in	Camilli, Gregory
Titel	Ongoing Issues in Test Fairness
Quelle	In: Educational Research and Evaluation, 19 (2013) 2-3, S.104-120 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2013.767602
Schlagwörter	Alternative Assessment; Test Bias; Test Content; Test Format; Test Items; Test Length; Test Norms; Test Reliability; Test Validity; Testing Problems; Robustness (Statistics); Group Testing; Individual Testing; Evidence; Prediction; Item Analysis; Educational Research; Evaluation Methods; Evaluation Research; Evaluation Problems; Student Evaluation; Performance Factors; Barriers + Suchen Sie Ihr Suchwort? Testkritik; Testaufgabe; Testentwicklung; Test content; Testnorm; Testreliabilität; Testvalidität; Widerstandsfähigkeit; Gruppentest; Persönlichkeitstest; Evidenz; Vorhersage; Itemanalyse; Bildungsforschung; Pädagogische Forschung; Evaluationsforschung; Schulnote; Studentische Bewertung; Leistungsindikator
Abstract	In the attempt to identify or prevent unfair tests, both quantitative analyses and logical evaluation are often used. For the most part, fairness evaluation is a pragmatic attempt at determining whether procedural or substantive due process has been accorded to either a group of test takers or an individual. In both the individual and comparative approaches to test fairness, counterfactual reasoning is useful to clarify a potential charge of unfairness: Is it plausible to believe that with an alternative assessment (test or item) or under different test conditions an individual or groups of individuals may have fared better? Beyond comparative questions, fairness can also be framed by moral and ethical choices. A number of ongoing issues are evaluated with respect to these topics including accommodations, differential item functioning (DIF), differential prediction and selection, employment testing, test validation, and classroom assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10