Assessment, Equity, and Opportunity to Learn

doi:10.1017/CBO9780511802157

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.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Preface
pp vii-x
- By Fritz Mosher, Lauren Jones Young
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List of Contributors
pp xi-xvi
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ASSESSMENT, EQUITY, AND OPPORTUNITY TO LEARN
pp xvii-xviii
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1 - Introduction
pp 1-16
- By Edward H. Haertel, Jacks Family Professor of Education, Stanford University, Pamela A. Moss, Professor of education, University of Michigan School of Education, Diana C. Pullin, Professor in the Lynch School of Education and an affiliate professor of law, Boston College, James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University
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2 - Assessment Through the Lens of “Opportunity to Learn”
pp 17-41
- By Diana C. Pullin, Professor in the Lynch School of Education and an affiliate professor of law, Boston College, Edward H. Haertel, Jacks Family Professor of Education, Stanford University
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3 - A Sociological Perspective on Opportunity to Learn and Assessment
pp 42-75
- By Hugh Mehan, Professor of Sociology and Director of the Center for Research on Educational Equity, Access, and Teaching Excellence (CREATE), University of California, San Diego
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4 - A Sociocultural Perspective on Opportunity to Learn
pp 76-108
- By James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University
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5 - Individualizing Assessment and Opportunity to Learn
pp 109-135
Lessons from the Education of Students with Disabilities
- By Diana C. Pullin, Professor in the Lynch School of Education and an affiliate professor of law, Boston College
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6 - Cultural Modeling as Opportunity to Learn
pp 136-169
Making Problem Solving Explicit in Culturally Robust Classrooms and Implications for Assessment
- By Carol D. Lee, Professor of Education and Social Policy in the Learning Sciences Program, School of Education and Social Policy, Northwestern University
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7 - Opportunities to Learn in Practice and Identity
pp 170-199
- By James G. Greeno, Margaret Jacks Professor of Education Emeritus, Stanford University, Melissa S. Gresalfi, Assistant Professor in the learning sciences, Indiana University
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8 - Game-Like Learning
pp 200-221
An Example of Situated Learning and Implications for Opportunity to Learn
- By James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University
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9 - Sociocultural Implications for Assessment I
pp 222-258
Classroom Assessment
- By Pamela A. Moss, Professor of education, University of Michigan School of Education
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10 - Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective
pp 259-294
- By Robert J. Mislevy, Professor of Measurement and Statistics, University of Maryland, College Park
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11 - Sociocultural Implications for Assessment II
pp 295-332
Professional Learning, Evaluation, and Accountability
- By Pamela A. Moss, Professor of education, University of Michigan School of Education, Brian J. Girard, Doctoral student in educational foundations and policy, University of Michigan, James G. Greeno, Margaret Jacks Professor of Education Emeritus, Stanford University
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12 - Assessment, Equity, and Opportunity to Learn
pp 333-352
- By Diana C. Pullin, Professor in the Lynch School of Education and an affiliate professor of law, Boston College
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Index
pp 353-364
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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Preface
pp vii-x

List of Contributors
pp xi-xvi

ASSESSMENT, EQUITY, AND OPPORTUNITY TO LEARN
pp xvii-xviii

1 - Introduction
pp 1-16

2 - Assessment Through the Lens of “Opportunity to Learn”
pp 17-41

3 - A Sociological Perspective on Opportunity to Learn and Assessment
pp 42-75

4 - A Sociocultural Perspective on Opportunity to Learn
pp 76-108

5 - Individualizing Assessment and Opportunity to Learn
pp 109-135

6 - Cultural Modeling as Opportunity to Learn
pp 136-169

7 - Opportunities to Learn in Practice and Identity
pp 170-199

8 - Game-Like Learning
pp 200-221

9 - Sociocultural Implications for Assessment I
pp 222-258

10 - Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective
pp 259-294

11 - Sociocultural Implications for Assessment II
pp 295-332

12 - Assessment, Equity, and Opportunity to Learn
pp 333-352

Index
pp 353-364

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Assessment, Equity, and Opportunity to Learn

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