Through the eyes of experts, you see how to foster meaningful learning, as you ensure fairness in your everyday assessment practices.
1996 Hardbound 421pp ISBN 0-926842-51-X (K-8) Order #307 $34.95

Table of Contents
Preface ix
Foreword, Geneva Gay xiii
Chapter 1:
The Challenge of Assessment Equity in a Diverse Society
Hopes and Fears Surrounding Assessment Reform 1
Educational Reform and the Place of Assessment 4
Defining Diversity 5
Effects of Unequal Status 10
Attitudes toward Diversity 11
Demographic Trends 13
Differences in Ways of Knowing and Learning 15
Multicultural Education 16
The Role of Language in Assessment 19
Democracy and Diversity 19
Myths about Diversity 20
Sociopolitical and Ethical Issues in Assessment 23
New Thinking about Instruction and Assessment 24
Concluding Comment 28
Commentary: Amalia Mesa-Bains 28
Chapter 2:
History, Trends and Critical Questions 39
History of Testing in the United States 39
National Trends in Assessment-1990s 42
Attention to Equity 52
Critical Questions Related to Equity 58
Larger Issues 64
Commentary: Julia Lara 66
Chapter 3:
Curricular Considerations 73
Constructivism in the Classroom 74
Multicultural Literacy, Bilingual Education, and the School Curriculum 79
Curricular Issues Related to Equitable Assessment 88
Larger Issues 105
Commentary: Virginia Gonzalez 109
Chapter 4: Language in Instruction and Assessment 119
Language and the New Assessments 120
Language, Thought, and Learning 121
Language Proficiency 127
Cummins' Framework for Bilingual Language Proficiency: 135
Language Use 143
The Language Demands of Performance Assessments: Some Examples 157
Summary and Recommendations 164
Commentary: Sharon Nelson-Barber 167
Chapter 5:
Developing Equitable Assessment Systems 177
Philosophical Framework 178
Procedural Guidelines for Development 202
Administration, Scoring, Interpretation, and Use 224
Commentary: Linda Winfield and Josie Bane 240
Chapter 6:
Portfolio Assessment: Potential for Equity 253
Why Focus on Portfolios? 253
What Is Meant by "Equity in Assessment?" 254
Moving toward an Assessment Culture 257
Portfolios: A Process Tool 258
Criteria for Valid and Equitable Performance Assessments 263
Positive Features of Portfolios for Diverse Classrooms 269
Grading or Scoring Portfolios 285
Portfolio Examples in Diverse Communities 300
Commentary: Kathryn H. Au 309
Chapter 7:
Voices from the Field 321
Unschooled Immigrant Children Developing an Assessment System that Makes Sense (Liz Wolfe, Redwood City School District, California) 323
Getting Beyond Simple Translation (Verma Pastor, Arizona Department of Education) 325
The Evolution of the Alaska Direct Writing Assessment (Judith Entwife, Alaska Department of Education) 329
Rosie's Walk and Other Stories: Teacher Development of Performance Tasks (Robert Shorb, Alvord School District, Riverside, California) 332
"The test was explain with secretly words": Reflections on Performance Assessment of English Language Learners (Jerome Shaw, Far West Laboratory, San Francisco, CA) 334
Helping Diverse Students Take Charge of their Learning (Susan Glazer, Rider University, Lawrenceville, New Jersey) 343
"I can tell why things happen": Student Self-reflection (Karen Mitchell and Bernie Sorenson, Juneau, Alaska, School District) 345
Student Projects on the Navajo Reservation (Shirley Fields, Chinle Unified School District, Arizona) 352
Concluding Thoughts, Edmund Gordon 355
Appendices 359
About the Authors 401
Index

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