ERIC Number: ED348381
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Implications of Diversity in Human Characteristics for Authentic Assessment.
Gordon, Edmund W.
The question of the appropriateness of a set of national standards for educational achievement in the United States is extremely complex. One source of the complexities is the diversity of human characteristics, and the distortions that come from racism, sexism, and other forms of chauvinism. The current practice in testing seems to treat validity through an assumptive bias. Commonalty or heterogeneity is simply assumed, without determining how these assumptions are influenced by racism, sexism, classism, or, in the case of language, nationalism. A concern for population diversity and pluralistic outcomes is a necessity in the adequate assessment of achievement. The challenge to authentic assessment is to understand and agree that the concern with diversity, pluralism, and equity rests on commitment to universal standards of competence. Assessment probes should provide: (1) diversity in task content, contexts, demands, and referents; (2) flexibility in timing; (3) multiplicity of perspectives; (4) critical sampling; (5) hypertext, requiring supplying absent elements for embedded knowledge; (6) choice of self-selected and teacher-selected options; (7) opportunities to identify examples of canonical knowledge and technique; (8) individual and cooperative performance opportunities; and (9) self-designated tasks from examinee generated inventories of knowledge, skill, and understanding. (SLD)
Descriptors: Academic Achievement, Academic Standards, Educational Assessment, Elementary Secondary Education, Hypermedia, Individual Differences, Minority Groups, National Standards, Outcomes of Education, Performance Based Assessment, Racial Discrimination, Sampling, Sex Bias, Student Evaluation, Test Bias, Test Items
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.