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Measuring What Counts: A Conceptual Guide for Mathematics Assessment
Rhetoric and Measurement Reality," Educational Researcher 21:4 (1992), 22-27; R. J. Shavelson et al., "New Technologies for Large-Scale Science Assessments: Instruments of Educational Reform" (Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 1991).
Monty Neill, "Some Pre-Requisites for the Establishment of Equitable, Inclusive Multicultural Assessment Systems" (Paper presented at the Ford Foundation Symposium on Equity and Educational Testing and Assessment, Washington, D.C., 11-12 March 1993); J. R. Mercer, "Alternative Paradigms for Assessment in a Pluralistic Society," in J. A. Banks and C.A.M. Banks, eds., Multicultural Education: Issues and Perspectives (Boston, MA: Allyn and Bacon, 1989), 289-304; Asa G. Hilliard, III, "The Strengths and Weaknesses of Cognitive Tests for Young Children," in J. D. Andrews, ed., One Child Indivisible (Washington, D.C.: The National Association for the Education of Young Children, 1975), 17-33; O. Taylor and D. L. Lee, "Standardized Tests and African Americans: Communication and Language Issues," in Asa G. Hilliard, III, ed., Testing African American Students: Special Re-Issue of the Negro Educational Review (Morristown, NJ: Aaron Press, 1991), 67-80.
David J. Clarke, "Open-Ended Tasks and Assessment: The Nettle or the Rose" (Paper presented to the Research Pre-Session of the 71st Annual Meeting of the National Council of Teachers of Mathematics, Seattle, WA, 29-30 March 1993); Stephen B. Dunbar and Elizabeth A. Witt, "Design Innovations in Measuring Mathematics Achievement" (Paper commissioned by the Mathematical Sciences Education Board, September 1993, appended to this report); See Patricia Ann Kenney and H. Tang, "Conceptual and Operational Aspects of Rating Student Responses to Performance Assessments" (Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA, April 1992) for a discussion of the issues involved in scoring written products in mathematics; Edward Silver and Suzanne Lane, "Balancing Considerations of Equity, Content Quality and Technical Excellence in Designing, Validating and Implementing Performance Assessments in the Context of Mathematics Instructional Reform: The Experience of the QUASAR Project (Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh, 1993).
See Eva L. Baker, Harold F. O'Neil, and Robert b Linn, "What Works in Alternative Assessment? (Sherman Oaks, CA: Advance Design Information, Inc., draft final report, September 1992). For discussion of broader cultural perspectives, see "Alternative Paradigms for Assessment in a Pluralistic Society"; "Some Pre-Requisites for the Establishment of Equitable, Inclusive Multicultural Assessment Systems"; "The Strengths and Weaknesses of Cognitive Tests for Young Children"; "Standardized Tests and African Americans: Communication and Language Issues."
Lloyd Bond, "Bias in Mental Tests," in B. F. Green, ed., New Directions for Testing and Measurement: Issues in Testing—Coaching, Disclosure and Ethnic Bias, no. 11 (San Francisco, CA: Jossey-Bass, 1981), 55-75; Nancy Cole and Pamela Moss, "Bias in Test Use," in R. L. Linn, ed., Educational Measurement, 3rd. ed. (New York, NY: American Council on Education/MacMillan Publishing Company, 1989), 201-217.
For more information on the kinds of collateral information needed to support inferences about equity from alternative assessments, see "Diversity, Assessment and Equity in Educational Reform"; "A Technological and