Assessment, Equity, and Opportunity to Learn

by Edited by Pamela A. Moss , Diana C. Pullin , James Paul Gee , Edward H. Haertel , Lauren Jones Young

• ISBN13: 9780521706599
• ISBN10: 0521706599
• Edition: 1st
• Format: Paperback
• Copyright: 2008-04-07
• Publisher: Cambridge University Press

Summary

Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL - as access to content, often content tested; access to resources; or access to instructional processes - the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.

Table of Contents

Introduction

Assessment through the lens of 'opportunity to learn'

A sociological perspective on opportunity to learn and assessment

A sociocultural perspective on opportunity to learn

Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities

Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment

Opportunities to learn in practice and identity

Game-like learning: an example of situation learning and implications for opportunity to learn

Sociocultural implications for assessment I: classroom assessment

Issues of structure and issues of scale in assessment from a situative/sociocultural perspective

Sociocultural implications for assessment II: professional learning, evaluation, and accountability

Assessment, equity, and opportunity to learn

Table of Contents provided by Publisher. All Rights Reserved.