Fair high-stakes assessment in the long shadow of Covid-19

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-04-19 DOI:10.1080/0969594X.2022.2067834

I. Nisbet, Stuart Shaw

引用次数: 1

Abstract

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: •Theoretical challenges •Challenges from thinking about social justice •Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England)

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在Covid-19的长期阴影下进行公平的高风险评估

近年来，评估公平性问题日益成为热门话题和争议话题。评估理论家正在撰写更多关于公平的文章，评估从业者已经制定了将不公平最小化的流程和良好实践。学生、家长和更广泛的公众也加强了对评估本身及其结果的公正性的审查，而且还审查了评估的用途，特别是在选择学院或大学时。这是在继续认识到社会不平等及其对教育和评价的影响的背景下进行的。在所有这些问题之上，还有新冠疫情的影响和持续的长期阴影。在这样一个不公平的世界里，还有公平的评估吗?我们考虑了对公平评估的三种挑战:•理论挑战•来自社会正义思考的挑战•来自统计数据用于奖励2020年评估结果的方式的挑战(特别是在英格兰)

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.