Gender and Fair Assessment

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Testing & Measurement
Cover of the book Gender and Fair Assessment by Warren W. Willingham, Nancy S. Cole, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Warren W. Willingham, Nancy S. Cole ISBN: 9781135454937
Publisher: Taylor and Francis Publication: December 16, 2013
Imprint: Routledge Language: English
Author: Warren W. Willingham, Nancy S. Cole
ISBN: 9781135454937
Publisher: Taylor and Francis
Publication: December 16, 2013
Imprint: Routledge
Language: English

There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired.

The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind:
*to clarify patterns of gender difference and similarity in test performance and related achievements, and
*to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences.

This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired.

The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind:
*to clarify patterns of gender difference and similarity in test performance and related achievements, and
*to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences.

This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.

More books from Taylor and Francis

Cover of the book Tropical Sustainable Architecture by Warren W. Willingham, Nancy S. Cole
Cover of the book Attitudes and Opinions by Warren W. Willingham, Nancy S. Cole
Cover of the book The Ethiopian Jewish Exodus by Warren W. Willingham, Nancy S. Cole
Cover of the book Legal Reforms in China and Vietnam by Warren W. Willingham, Nancy S. Cole
Cover of the book The Teaching of Thinking by Warren W. Willingham, Nancy S. Cole
Cover of the book Beyond Stanislavsky by Warren W. Willingham, Nancy S. Cole
Cover of the book Project Reviews, Assurance and Governance by Warren W. Willingham, Nancy S. Cole
Cover of the book Archaeology to Delight and Instruct by Warren W. Willingham, Nancy S. Cole
Cover of the book Interactional Coaching by Warren W. Willingham, Nancy S. Cole
Cover of the book Globalization, Culture and Society in Laos by Warren W. Willingham, Nancy S. Cole
Cover of the book Child Abuse and Neglect by Warren W. Willingham, Nancy S. Cole
Cover of the book The Performing Arts in Contemporary China by Warren W. Willingham, Nancy S. Cole
Cover of the book Tourette Syndrome by Warren W. Willingham, Nancy S. Cole
Cover of the book Global Nomads and Extreme Mobilities by Warren W. Willingham, Nancy S. Cole
Cover of the book The Nature of Mathematical Thinking by Warren W. Willingham, Nancy S. Cole
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy