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Fair Assessment Viewed through the Lenses of Measurement Theory

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Title: Fair Assessment Viewed through the Lenses of Measurement Theory
Language: English
Authors: Nisbet, Isabel, Shaw, Stuart D.
Source: Assessment in Education: Principles, Policy & Practice. 2019 26(5):612-629.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Test Bias, Measurement, Theories, Educational Assessment, Standards, Educational Testing, Psychological Testing, Conflict
DOI: 10.1080/0969594X.2019.1586643
ISSN: 0969-594X
Abstract: Fairness in assessment is seen as increasingly important but there is a need for greater clarity in use of the term 'fair'. Also, fairness is perceived through a range of 'lenses' reflecting different traditions of thought. The lens used determines how fairness is seen and described. This article distinguishes different uses of 'fair' which have relevance to assessment. It identifies some of the 'lenses' used to examine fairness in assessment and suggests a framework of questions which can be applied to each lens. It then applies this approach to the lens of theoretical writing about assessment measurement. It describes a broad consensus among measurement theorists in their account of fairness and critiques aspects of that view.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1228927
Database: ERIC
FullText Text:
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Fairness in assessment is seen as increasingly important but there is a need for greater clarity in use of the term 'fair'. Also, fairness is perceived through a range of 'lenses' reflecting different traditions of thought. The lens used determines how fairness is seen and described. This article distinguishes different uses of 'fair' which have relevance to assessment. It identifies some of the 'lenses' used to examine fairness in assessment and suggests a framework of questions which can be applied to each lens. It then applies this approach to the lens of theoretical writing about assessment measurement. It describes a broad consensus among measurement theorists in their account of fairness and critiques aspects of that view.
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