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Fairness in Assessment and Test-Based Educational Accountability: Key Issues and Insights

This paper delves into the complexities of fairness within assessment and test-based educational accountability, exploring historical perspectives, influential contributions, and contemporary challenges. Written by Katherine Ryan and Bill Trent from the University of Illinois at Urbana-Champaign, it addresses the critical implications of educational inequities and the No Child Left Behind (NCLB) Act on assessment practices. The authors highlight crucial elements such as models of accountability, group differences, and definitions of fair assessment while emphasizing the importance of equitable educational resources and practices.

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Fairness in Assessment and Test-Based Educational Accountability: Key Issues and Insights

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  1. Fairness Issues and Test-based Educational Accountability Katherine Ryan and Bill Trent University of Illinois at Urbana

  2. Fairness and Bob Linn • Influential technical contributions • Commitment and expertise involving assessment and accountability fairness • A leader and champion

  3. Our paper • Brief history of assessment fairness • Assessment fairness and test-based accountability • Assessment fairness • Models • Consequences • Information about resources, instructional practices, and organizational characteristics

  4. Assessment Fairness and Educational Accountability Educational accountability and inequities Changes in educational testing context Implications for educational measurement practice

  5. Educational Accountability • NCLB goals are noteworthy • Fundamental right • Educational accountability meanings • Identify inequities

  6. High Stakes and Assessment • Shift from description and placement to accountability • Bias • Four distinct perspectives on fairness • Defining assessment fairness (Willingham and Cole)

  7. Implications for Measurement Practice • Context • Item and test characteristics • Student responses • Population • Moderation of group differences

  8. More Implications • Multiple Measures • Definitions • Assessment information • Non-cognitive measures • Obstacles • Costs • Traditional validity notions

  9. OTL and Test-based Accountability • NCLB highlights differences in learning by subgroup • Fairness and OTL knowledge and skills • OTL and resources

  10. Educational resources • Quality of education • Quality of educators • School finances

  11. Fairness Issues and Test-based Accountability Models • Tests and measures are foundation • Accountability Models • Assessment fairness issues • Fairness issues related to rules Bob Linn’s work revealed critical fairness concerns with models (e.g., high poverty schools with large minority populations)

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