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Gender and Fair Assessment (Paperback)
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Gender and Fair Assessment (Paperback)
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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.
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