Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide: - clear definitions; - accounts of the key issues; - authoritative and reliable information; - suggestions for further reading
Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.
Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.
Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.
Graham Herbert was most recently Director of the CIEA.
Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.
Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.
Chapter 15: Discrimination
Discrimination is related to but distinct from differentiation. Discrimination, when used in educational assessment, is not related to the everyday use of the term, that is, to act unfairly to someone because of his or her ethnicity, social class, disability or gender (see fairness). Ideally, assessments should not inadvertently rest upon cultural, social or linguistic assumptions that act to disadvantage any individuals or groups of learners. Instead, discrimination as understood by assessors is a positive way to measure how effectively test items and tasks behave in ensuring that so-called ‘high achievers’ can do well and ‘lower achievers’ do less well on assessment instruments.
Building Discrimination into an Assessment
Imagine a ...