Assessment, equity, and opportunity to learn

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

Research output: Book/ReportBook

36 Citations (Scopus)

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
StatePublished - Jan 1 2008

Fingerprint

Learning
Students
Psychometrics
Teaching
Research Personnel
Education

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

Assessment, equity, and opportunity to learn. / Moss, Pamela A.; Pullin, Diana C.; Gee, James; Haertel, Edward H.; Young, Lauren Jones.

Cambridge University Press, 2008. 364 p.

Research output: Book/ReportBook

Moss, PA, Pullin, DC, Gee, J, Haertel, EH & Young, LJ 2008, Assessment, equity, and opportunity to learn. Cambridge University Press. https://doi.org/10.1017/CBO9780511802157
Moss PA, Pullin DC, Gee J, Haertel EH, Young LJ. Assessment, equity, and opportunity to learn. Cambridge University Press, 2008. 364 p. https://doi.org/10.1017/CBO9780511802157
Moss, Pamela A. ; Pullin, Diana C. ; Gee, James ; Haertel, Edward H. ; Young, Lauren Jones. / Assessment, equity, and opportunity to learn. Cambridge University Press, 2008. 364 p.
@book{12d587b33abc4540b621fbea6a37c456,
title = "Assessment, equity, and opportunity to learn",
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.",
author = "Moss, {Pamela A.} and Pullin, {Diana C.} and James Gee and Haertel, {Edward H.} and Young, {Lauren Jones}",
year = "2008",
month = "1",
day = "1",
doi = "10.1017/CBO9780511802157",
language = "English (US)",
isbn = "9780511802157",
publisher = "Cambridge University Press",

}

TY - BOOK

T1 - Assessment, equity, and opportunity to learn

AU - Moss, Pamela A.

AU - Pullin, Diana C.

AU - Gee, James

AU - Haertel, Edward H.

AU - Young, Lauren Jones

PY - 2008/1/1

Y1 - 2008/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84923441872&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84923441872&partnerID=8YFLogxK

U2 - 10.1017/CBO9780511802157

DO - 10.1017/CBO9780511802157

M3 - Book

AN - SCOPUS:84923441872

SN - 9780511802157

SN - 9780521880459

BT - Assessment, equity, and opportunity to learn

PB - Cambridge University Press

ER -