Assessment, equity, and opportunity to learn

Pamela A. Moss, Diana C. Pullin, James Gee, Edward H. Haertel, Lauren Jones Young

Research output: Book/ReportBook

38 Scopus citations

Abstract

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.

Original languageEnglish (US)
PublisherCambridge University Press
Number of pages364
ISBN (Print)9780511802157, 9780521880459
DOIs
Publication statusPublished - Jan 1 2008

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ASJC Scopus subject areas

  • Psychology(all)

Cite this

Moss, P. A., Pullin, D. C., Gee, J., Haertel, E. H., & Young, L. J. (2008). Assessment, equity, and opportunity to learn. Cambridge University Press. https://doi.org/10.1017/CBO9780511802157