ERIC Number: ED363619
Record Type: Non-Journal
Publication Date: 1993-Mar
Reference Count: N/A
Equity in the Design of Performance Assessments: A Handle To Wind up the Tongue with?
Wolf, Dennie Palmer; Reardon, Sean F.
In discussing educational equity and Project Performance and Assessment Collaboratives for Education (PACE), the authors present an argument, a detailed illustration, and a set of imperatives for education in the United States. The argument examines the last century and a half of American educational practice to illustrate why we cannot simply assume that setting high standards and creating performance assessments will automatically move us toward educational equity. Our national problematic view of intelligence as something that never changes and our difficulty in defining what excellence really means require that we establish new ways of talking about learning. The argument is illustrated by examining the work of urban middle schools that are members of the PACE Project, funded by the Rockefeller Foundation to expand access to opportunities to learn. The role that a coherent system of performance assessments might play in reducing differentials in this population is discussed, focusing on curriculum-embedded assessments as powerful tools for modeling, enhancing, and yielding evidence about opportunities. Implications for educational policy at national and state levels are discussed. However useful regulations to promote equity are, they are no substitute for the realization of equity in day-to-day decisions and interactions in the schools. Three figures provide examples from assessment practice. (Contains 58 references.) (SLD)
Descriptors: Academic Standards, Access to Education, Educational Assessment, Educational Attitudes, Educational History, Educational Policy, Elementary Secondary Education, Equal Education, Evaluation Methods, Excellence in Education, Intermediate Grades, Junior High Schools, Material Development, Middle Schools, National Programs, Performance Based Assessment, School Effectiveness, State Programs, Urban Schools
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Rockefeller Foundation, New York, NY.
Authoring Institution: N/A