Assessment, Equity, and Opportunity to Learn

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.

Preface	p. vii
List of Contributors	p. xi
Introduction	p. 1
Assessment Through the Lens of "Opportunity to Learn"	p. 17
A Sociological Perspective on Opportunity to Learn and Assessment	p. 42
A Sociocultural Perspective on Opportunity to Learn	p. 76
Individualizing Assessment and Opportunity to Learn: Lessons from the Education of Students with Disabilities	p. 109
Cultural Modeling as Opportunity to Learn: Making Problem Solving Explicit in Culturally Robust Classrooms and Implications for Assessment	p. 136
Opportunities to Learn in Practice and Identity	p. 170
Game-Like Learning: An Example of Situated Learning and Implications for Opportunity to Learn	p. 200
Sociocultural Implications for Assessment I: Classroom Assessment	p. 222
Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective	p. 259
Sociocultural Implications for Assessment II: Professional Learning, Evaluation, and Accountability	p. 295
Assessment, Equity, and Opportunity to Learn	p. 333
Index	p. 353
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Assessment, Equity, and Opportunity to Learn

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Assessment, Equity, and Opportunity to Learn

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