Stein, Zachary (2014)
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Abstract
In this work I address foundational concerns at the interface of educational measurement and social justice. Following John Rawls’s philosophical methods, I build and justify an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement is critical to insuring, or inhibiting, just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. In order to explore the feasibility and utility of this proposed framework, I employ it to analyze several historical case studies that exemplify the ethical issues related to testing: (1) the widespread use of IQ-style testing in schools during the early decades of the 20th century; (2) the founding of the Educational Testing Service; and (3) the recent history of test-based accountability associated with No Child Left Behind. I conclude with a set of speculative design principles and arguments in favor of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all.
| Item Type: | Book |
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| Subjects: | Education > Adult Education Education > Comparative Education Education > Educational Assessment Education > Educational Methods and Practices Education > Educational Theory |
| Programs: | Education |
| Depositing User: | Zak Stein |
| Date Deposited: | 19 Oct 2016 23:45 |
| Last Modified: | 28 Jun 2017 22:44 |
| URI: | http://scholarship.meridianuniversity.edu/id/eprint/22 |
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