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Gender and Fair Assessment (Hardcover)
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Gender and Fair Assessment (Hardcover)
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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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