Fair High-Stakes Assessment in the Long Shadow of COVID-19
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| Title: | Fair High-Stakes Assessment in the Long Shadow of COVID-19 |
|---|---|
| Language: | English |
| Authors: | Nisbet, Isabel, Shaw, Stuart |
| Source: | Assessment in Education: Principles, Policy & Practice. 2022 29(5):518-533. |
| 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: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | High Stakes Tests, Test Bias, COVID-19, Pandemics, Social Justice, Student Evaluation, Evaluation Methods, Foreign Countries, Test Validity |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/0969594X.2022.2067834 |
| ISSN: | 0969-594X 1465-329X |
| Abstract: | Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public--not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact--and the continuing long shadow--of COVID. Can there be fair assessment in such an unfair world? We consider three types of challenge to fair assessment: (1) Theoretical challenges; (2) Challenges from thinking about social justice; and (3) Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England). |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1376603 |
| Database: | ERIC |
| Abstract: | Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public--not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact--and the continuing long shadow--of COVID. Can there be fair assessment in such an unfair world? We consider three types of challenge to fair assessment: (1) Theoretical challenges; (2) Challenges from thinking about social justice; and (3) Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England). |
|---|---|
| ISSN: | 0969-594X 1465-329X |
| DOI: | 10.1080/0969594X.2022.2067834 |
