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|a Arbuthnot, Keena.
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|a Filling in the blanks :
|b standardized testing and the black-white achievement gap /
|c by Keena Arbuthnot.
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|a Charlotte, N.C. :
|b Information Age Pub.,
|c ©2011.
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| 300 |
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|a 1 online resource (xix, 155 pages) :
|b illustrations.
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| 336 |
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|a computer
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| 347 |
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| 490 |
1 |
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|a Contemporary perspectives in race and ethnic relations
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| 504 |
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|a Includes bibliographical references.
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|a Print version record.
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|a ""Filling in the Blanks""; ""Standardized Testing and the Black-White Achievement Gap""; ""A volume in""; ""Contemporary Perspectives in Race and Ethnic Relations""; ""Series Editors""; ""M. Christopher Brown II, Alcorn State University""; ""T. Elon Dancy II, University of Oklahoma""; ""CONTENTS""; ""PART I: Testing and Measurement Concepts""; ""1. The Test Development Proces 3""; ""2. Validity and Test Fairness 9""; ""3. Test Performance Patterns 21""; ""4. Sources of The Black-White Achievement Gap 33""; ""5. Differential Item Functioning 47""
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|a ""PART II: Group Differences and the Testing Environment""""6. Test-Wiseness 61""; ""7. Strategy Formation and Time Management 69""; ""8. Cognitive Processing 77""; ""9. Guidance for Stakeholders 91""; ""Contemporary Perspectives in Race and Ethnic Relations""; ""Filling in the Blanks""; ""Standardized Testing and the Black-White Achievement Gap""; ""by""; ""Keena Arbuthnot Louisiana State University""; ""Information Age Publishing, Inc.""; ""Charlotte, North Carolina • www.infoagepub.com""; ""ACKNOWLEDGMENTS""; ""Introduction""; ""Act I""; ""How it all Began�""; ""Act II""; ""Act III""
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|a ""Act IV""""Organization of the Book""; ""Audience""; ""part i""; ""Testing and Measurement Concepts""; ""The TEST DEVELOPMENT PROCESS""; ""“To understand what these tests do and do not measure, it is important first to understand how they are constructed.�""; ""�Claude Steele""; ""Introduction""; ""Test Development""; ""Test Design""; ""Test Development""; ""Test Administration""; ""Test Use""; ""Conclusion""; ""chapter 1""; ""Figure 1. 1. Four stages in the assessment process as pictured in Willingham and Cole (1997).""
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|a ""Figure 2. 1. Four different scenarios of the meaning of fairness.""""VALIDITY AND TEST FAIRNESS""; ""Introduction""; ""Validity""; ""Threats to Validity""; ""Test Fairness""; ""History of Fairness""; ""Army Alpha/Beta Tests""; ""Coleman Report""; ""Civil Right�s and Women�s Rights Movement""; ""“How Much Can You Boost IQ and Scholastic Achievement�""; ""Golden Rule Settlement""; ""Varying Views of Fairness""; ""Category 1: Fairness as Lack of Bias""; ""Category 2: Fairness as Equitable Treatment in the Testing Process""; ""Category 3: Fairness as Equality in Outcomes in Testing""
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|a ""Category 4: Fairness as Opportunity to Learn""""Test Developers and Fairness""; ""Conclusion""; ""chapter 2""; ""TEST PERFORMANCE PATTERNS""; ""Introduction""; ""K-12 Standardized Tests""; ""NAEP""; ""What Are the Test Performances Differences Shown on the NAEP?""; ""Table 3.1. Differences in Test Performance Between Black and White Test Takers on the NAEP Assessment""; ""Table 3.1. Continued""; ""College and Graduate/Professional School Entrance Examinations""; ""What Are the Test Performance Differences Between Black and White Test Takers on College Entrance and Professional Graduate?""
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| 650 |
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|a Educational tests and measurements
|x Social aspects
|z United States.
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| 650 |
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|a Educational equalization
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|d Charlotte, N.C. : Information Age Pub., ©2011
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