Introduction

Assessment, Equity, and Opportunity to Learn

Volumn , Issue , 2008, Pages 1-16

  Haertel, Edward H ^a   Moss, Pamela A ^b   Pullin, Diana C ^c   Gee, James Paul ^d  

^a STANFORD UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

^c BOSTON COLLEGE   (United States)

^d ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960094183     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511802157.002     Document Type: Chapter

References (10)

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2. Engeström, Y. 2001. Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1): 134-56.
3. Greeno, J. G., A.M. Collins, and L.B. Resnick. 1997.Cognitionand learning. In Handbook of educational psychology, edited byD. C. Berliner and R. C. Calfee, 15-47. New York: Simon & SchusterMacmillan.
4. Jordan, B. and P. Putz. 2004. Assessment as practice: Notes on measures, tests, and targets. Human Organization 63(3): 346-58.
5. Lampert, M. 2001. Teaching problems and the problems of teaching. New Haven: Yale University Press.
6. Mislevy, R. J., J. P. Gee, and P.A. Moss. In press. On qualitative and quantitative reasoning about assessment validity. In Generalizing from educational research: Beyond the quantitative-qualitative opposition, edited by K. Ercikan and W.-M. Roth. Mahwah, N.J.: Erlbaum.
7. Moss, P. A., B. J. Girard, and L. C. Haniford. 2006. Validity in educational assessment. Review of Research in Education 30: 109-62.
8. Moss, P. A., D. Pullin, J. P. Gee, and E. H. Haertel. 2005. The idea of testing: Psychometric and sociocultural perspectives. Measurement: Interdisciplinary Research and Perspectives 3: 63-83.
9. National Research Council. 2001. Knowing what students know: The science and design of educational assessment. Committee on the Foundations of Assessment, edited by J. Pellegrino, N. Chudowsky, and R. Glaser. Boardon Testing and Assessment, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, D.C.: National Academy Press.
10. Resnick, L. B. and D. P. Resnick. 1992. Assessing the thinking curriculum: New tools for educational reform. In Changing assessments: Alternative views of aptitude, achievement and instruction, edited by B. R. Gifford and M. C. O’Connor, 37-75. Boston: Kluwer.