Table Of ContentEquity and Excellence in
Educational Testing
and Assessment
Evaluation in Education and
Human Services
Editors:
George F. Madaus, Boston College,
Chestnut Hill, Massachusetts, U.S.A.
Daniel L. Stufflebeam, Western Michigan
University, Kalamazoo, Michigan, U.S.A.
Other books in the series:
Madaus, G. and Stufflebeam, D.:
Education Evaluation: Classic Works of Ralph W. Tyler
Gifford, B:
Test Policy and Test Performance
Osterlind, S.:
Constructing Test Items
Smith, M.:
Evaluability Assessment
Ayers, J. and Berney, M.:
A Practical Guide to Teacher Education Evaluation
Hambleton, R. and Zaal, J.:
Advances in Educational and Psychological Testing
Gifford, B. and O'Connor, M.:
Changing Assessments
Gifford, B.:
Policy Perspectives on Educational Testing
Basarab, D. and Root, D.:
The Training Evaluation Process
Raney, W.M., Madaus, G.F. and Lyons, R.:
The Fractured Marketplace for Standardized Testing
Wing, L.C. and Gifford, B.:
Policy Issues in Employment Testing
Gable, R.E.:
Instrument Development in the Affective Domain (2nd Edition)
Kremer-Rayon, L.:
Teacher Self-Evaluation
Payne, David A.:
Designing Educational Project and Program Evaluations
Equity and Excellence in
Educational Testing
and Assessment
edited by
Michael T. Nettles
and
Arie L. Nettles
School of Education
University of Michigan
SPRINGER SCIENCE+BUSINESSMEDIA, LLC
Library of Congress Cataloging-in-Publication Data
A C.I.P. Catalogue record for this book is available from
the Library of Congress.
ISBN 978-94-010-4276-5 ISBN 978-94-011-0633-7 (eBook)
DOI 10.1007/978-94-011-0633-7
Copyright © 1995 by Springer Science+Business Media New York
Originally published by Kluwer Academic Publishers in 1995
Softcover reprint ofthe hardcover 1st edition 1995
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system or transmitted in any form or by any means, mechanical,
photo-copying, recording, or otherwise, without the prior written permission of
the publisher, Springer Science+Business Media, LLC.
Printed on acidjree paper.
This book is
dedicated to the memory of
Dr. Gregory R. Anrig
Among the extraordinary characteristics that made Gregory Anrig a very
special educational leader were his superb communication skills, steadfast
commitment to honesty and fairness, boundless energy and enthusiasm, genuine
concern for people, and his friendliness.
Greg fulfilled his commitment to education and practiced his principles of
leadership throughout his productive career as a history teacher (1956-60), principal
(1960-64), school superintendent (1964-67), director of the Division of Equal
Educational Opportunities in the U.S. Department of Education (1967-69),
executive assistant to the Commissioner in the U.S. Office of Education (1969-
70), director of the Institute for Learning and Teaching at the University of
Massachusetts (1970-73), Commissioner of Education for the Commonwealth of
Massachusetts (1973-81), and as President of Educational Testing Service (ETS)
(1981-93). Greg also served on numerous important boards and commissions.
As a champion of new forms of assessment, Greg Anrig promoted the
development of computer-based testing and performance assessments at ETS
designed to be used to improve teaching and learning. He also led ETS in
establishing policies for the appropriate use of its tests.
Greg made an important contribution to the First National Symposium on
Equity and Educational Testing and Assessment, from which the contents of this
book emerged. He participated in the planning process and presented remarks at
the Symposium. Truly, Greg is missed by his many friends and colleagues. We
will, however, continue to benefit from Greg's legacy of clear thinking, prudent
judgment, strategic action, aggressive and thoughtful leadership, and his concern
and advocacy for the welfare of all people.
Contents
Contributing Authors xi
Acknowledgements xv
I
IDENTIFYING EQUITY CHALLENGES IN
THE CONTEXT OF EDUCATIONAL TESTING
AND ASSESSMENT REFORM
1. Introduction: The Pursuit of Equity in
Educational Testing and Assessment
Michael T Nettles and Alison Bernstein 3
2. A Technological and Historical Consideration of Equity Issues
Associated with Proposals to Change Our Nation's Testing Policy
George Madaus 23
3. Diversity, Assessment, and Equity in Educational Reform
Eva L. Baker and Harold F. 0 'Neil, Jr. 69
4. Equity Issues in Performance-Based Assessment
Linda Darling-Hammond 89
5. Some Prerequisites for the Establishment of Equitable,
Inclusive Multicultural Assessment Systems
Monty Neill 115
Vll
II
REFORMS IN ASSESSMENT
AND TESTING: ARE NEW PRACTICES BETTER
AND MORE EQUITABLE?
6. Achieving Equity: Counting on the Classroom
Mary Anderson Barr and Jacqueline Cheong 161
7. Equity and Validity Considerations in the Design and
Implemention of a Mathematics Performance Assessment:
The Experience of the QUASAR Project
Suzanne Lane and Edward A. Silver 185
8. Performance-Based Assessments:
Contributor or Detractor to Equity?
Linda F. Winfield 221
9. Equity and Excellence in Group-Administered
and Performance-Based Assessments
Samuel J. Meisels, Aviva Dorfman and Dorothy Steele 243
viii
III
IMPACT OF ASSESSMENT REFORMS
AT THREE LEVELS: THE CLASSROOM,
THE STATE, AND THE NATION
10. Using New Fonns of Assessment to Assist in
Achieving Student Equity: Experiences of
the CCSSO State Collaborative on
Assessment and Student Standards
Edward D. Roeber 265
11. The Effect of Expectations on Achieving Equity in
State-Wide Testing: Lessons from Massachusetts
Elizabeth Badger 289
12. Toward National Standards and Testing:
The Educational Equity Imperative
Donald M Stewart and Howard T Everson 309
13. Equity Issues in Teacher Assessment
Carol Anne Dwyer and Paul A. Ramsey 327
14. Visions of Equity in National Assessment
Sylvia T Johnson 343
Index 367
IX
Contributing Authors
Elizabeth Badger
Director of Instructional Assessment Initiatives,
The College Board
Eva L. Baker
Professor of Educational Psychology and Social Research Methods
Co-Director, National Center for Research an Evaluation, Standards, and
Student Testing (CRESST)
University of California, Los Angeles
Mary Anderson Barr
Co-Director, California Learning Record Project
University of California, San Diego
Alison R. Bernstein
Director, Education and Culture Program
The Ford Foundation
Jacqueline Cheong
Co-Director, California Learning Record Project
University of California, Davis
Linda Darling-Hammond
Co-Director, Center for School Reform
Teachers College, Columbia University
A viva Dorfman
Research Assistant
University of Michigan
Carol Anne Dwyer
Senior Corporate Development Leader
Educational Testing Service
Xl
Howard T. Everson
Chief Research Scientest
The College Board
Sylvia T. Johnson
Professor
Howard University
Suzanne Lane
Senior Scientist
QUASAR
University of Pittsburgh
George F. Madaus
Boisi Professor of Education & Public Policy
Center for the Study of Testing, Evaluation, and Educational Policy
Boston College
Samuel J. Meisels
Associate Dean for Research
Professor of Education, School of Education
University of Michigan
Monty Neill
Associate Director
National Center for Fair & Open Testing (FairTest)
Michael T. Nettles
Professor of Education and Public Policy
School of Education
University of Michigan
Arie L. Nettles
Assistant Professor of Education
School of Education
University of Michigan
Harold F. O'Neil, Jr.
Professor of Educational Psychology and Technology
University of Southern California
xii
