To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure firstname.lastname@example.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Since its beginnings, the Spencer Foundation has sought to advance knowledge about education with the aim of educational improvement. Although its core mission remains steadfast, in recent years the foundation has initiated proactive practices to identify research and other compelling projects that show promise for the improvement of teaching and learning and the realization of the potential for education to promote more equalizing opportunities. In its pursuit of research agendas in these areas of inquiry, Spencer has been been able to organize the convening of scholars and practitioners who may not otherwise have had occasion to do so regarding important problems of education. It was such a project that led to the publication of Assessment, Equity, and Opportunity to Learn.
During its 100-year history, testing likely has not had the powerful influence it has in today's “culture of evidence” climate. Assessments of student learning have taken on major importance in the current educational policy context, with significant consequences for individual children and their teachers and their schools. It was in this high-stakes climate in late 2001 that Pamela A. Moss, Diana C. Pullin, James Paul Gee, and Edward H. Haertel approached Spencer to support an interdisciplinary initiative focused on expanding the foundations of educational assessment. Their intention was to enhance the dialogue concerning the theories and methods through which assessment is conceptualized, practiced, and evaluated by bringing together scholars from several disciplines to study its practice.
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.