Name: Assessment, Equity, and Opportunity to Learn By Pamela A. Moss (University of Michigan, Ann Arbor)
SKU: 9780521880459
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Assessment, Equity, and Opportunity to Learn Summary

Assessment, Equity, and Opportunity to Learn by Pamela A. Moss (University of Michigan, Ann Arbor)

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.

About Pamela A. Moss (University of Michigan, Ann Arbor)

Pamela A. Moss is a Professor of Education at the University of Michigan School of Education. She is co-founder and co-editor of the journal Measurement: Interdisciplinary Research and Perspectives and editor of the 2007 yearbook of the National Society for the Study of Education titled Evidence and Decision Making. Diana C. Pullin is Professor in the Lynch School of Education and Affiliate Professor of Law at Boston College. She serves as an expert advisor to the National Research Council of the National Academy of Sciences on panels advising the U.S. Congress and federal government on testing and assessment in education and employment and is Associate Editor of Education Policy. James Paul Gee received his PhD in linguistics from Stanford University in 1975 and is a member of the National Academy of Education. His most recent publications include What Video Games Have to Teach Us About Learning and Literacy (2003); Why Video Games Are Good for Your Soul (2005); and Good Video Games and Good Learning (2007). Edward H. Haertel's recent publications include articles in Educational Measurement: Issues and Practice and Measurement: Interdisciplinary Research and Perspectives, a co-edited yearbook for the National Society for the Study of Education, and a chapter in the most recent edition of Educational Measurement. Haertel is Professor of Education at Stanford University. Lauren Jones Young is Program Director for The Spencer Foundation. In addition to two edited books and a number of monographs, she has published in several journals, including Educational Researcher, Anthropology and Education Quarterly, Harvard Educational Review, Women and Health, The National Law Review, Phi Delta Kappan, Theory into Practice, and Journal of Teacher Education.

1. Introduction Edward Haertel, Pamel Moss, Diana Pullin and James Gee; 2. Assessment through the lens of 'opportunity to learn' Diana Pullin and Edward Haertel; 3. A sociological perspective on opportunity to learn and assessment Hugh (Bud) Mehan; 4. A sociocultural perspective on opportunity to learn James Paul Gee; 5. Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities Diana Pullin; 6. Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment Carol D. Lee; 7. Opportunities to learn in practice and identity James G. Greeno and Melissa S. Gresalfi; 8. Game-like learning: an example of situation learning and implications for opportunity to learn James Paul Gee; 9. Sociocultural implications for assessment I: classroom assessment Pamela A. Moss; 10. Issues of structure and issues of scale in assessment from a situative/sociocultural perspective Robert J. Mislevy; 11. Sociocultural implications for assessment II: professional learning, evaluation, and accountability Pamela A. Moss, Brian J. Girard and James G. Greeno; 12. Assessment, equity, and opportunity to learn Diana Pullin.

Additional information

Sku

NPB9780521880459

ISBN 13

9780521880459

ISBN 10

0521880459

Title

Assessment, Equity, and Opportunity to Learn by Pamela A. Moss (University of Michigan, Ann Arbor)

Author

Pamela A. Moss (University of Michigan, Ann Arbor)

Series

Learning in Doing: Social, Cognitive and Computational Perspectives

Condition

New

Binding type

Hardback

Publisher

Cambridge University Press

Year published

2008-04-07

Number of pages

384

Prizes

N/A

Cover note

Book picture is for illustrative purposes only, actual binding, cover or edition may vary.

Note

This is a new book - be the first to read this copy. With untouched pages and a perfect binding, your brand new copy is ready to be opened for the first time

Assessment, Equity, and Opportunity to Learn Pamela A. Moss (University of Michigan, Ann Arbor)

Assessment, Equity, and Opportunity to Learn by Pamela A. Moss (University of Michigan, Ann Arbor)

Summary

Assessment, Equity, and Opportunity to Learn Summary

Assessment, Equity, and Opportunity to Learn by Pamela A. Moss (University of Michigan, Ann Arbor)

About Pamela A. Moss (University of Michigan, Ann Arbor)

Table of Contents

Additional information

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