Assessment, equity, and opportunity to learn /

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Bibliographic Details
Imprint:	Cambridge ; New York : Cambridge University Press, 2008.
Description:	1 online resource (xv, 364 pages) : illustrations
Language:	English
Series:	Learning in doing: social, cognitive and computational perspectives Learning in doing.
Subject:	Educational sociology -- United States. Educational equalization -- United States. Educational tests and measurements -- Social aspects -- United States. Educational equalization. Educational sociology. Educational tests and measurements -- Social aspects. United States. Electronic books.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11829698

Hidden Bibliographic Details
Other authors / contributors:	Moss, Pamela, 1952-
ISBN:	9781139129510 1139129511 9780511504181 0511504187 9780511802157 0511802153 9780521880459 0521880459 9780521706599 0521706599
Notes:	Includes bibliographical references and index. Print version record.
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.
Other form:	Print version: Assessment, equity, and opportunity to learn. Cambridge ; New York : Cambridge University Press, 2008 9780521880459

Table of Contents:

Preface / Fritz Moser and Lauren Jones Young
Introduction / Edward H. Haertel, Pamela A. Moss, Diana C. Pullin, and James Paul Gee
Assessment through the lens of "opportunity to learn" / Diana C. Pullin and Edward H. Haertel
A sociological perspective on opportunity to learn and assessment / Hugh Mehan
A sociocultural perspective on opportunity to learn / James Paul Gee
Individualizing assessment and opportunity to learn: lessons from the education of students with disabilities / Diana C. Pullin
Cultural modeling as opportunity to learn: making problem solving explicit in culturally robust classrooms and implications for assessment / Carol D. Lee
Opportunities to learn in practice and identity / James G. Greeno and Melissa S. Gresalfi
Game-like learning: an example of situated learning and implications for opportunity to learn / James Paul Gee
Sociocultural implications for assessment I: classroom assessment / Pamela A. Moss
Issues of structure and issues of scale in assessment from a situative/sociocultural perspective / Robert J. Mislevy
Sociocultural implications for assessment II: professional learning, evaluation, and accountability / Pamela A. Moss, Brian J. Girard, and James G. Greeno
Assessment, equity, and opportunity to learn / Diana C. Pullin.

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