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241344

241344

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Published by: thaqrhys on Mar 09, 2009
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New Directions in Assessmentfor Higher Education:
(FAME)
Papers by 
 Ann Gallagher 
Mary Morely
 Jutta Levin
 Antoine M. Garibaldi
Robert A. Ibarra
 Allan S. Cohen
 Julia To Dutka
 Judith S. Toyama
Graduate Record Examinations
The GRE‚ FAME Report Series
F
AIRNESS,
A
CCESS,
M
ULTICULTURALISM,&
E
QUITY
(Vol. 3)
 
 ® 
F
AIRNESS
, A
CCESS
, M
ULTICULTURALISM
, & E
QUITY
T
HE
GRE FAMER
EPORT
Sponsored by the Graduate Record Examinations Program.Published by Educational Testing Service, Princeton, NJ 08541-6000.EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, Graduate Record Examinations,and GRE are registered trademarks of Educational Testing Service. The modernized ETSlogo is a trademark of Educational Testing Service.Copyright
1999 by Educational Testing Service.
 
FAME
Preface
II
n March 199
7
a conference was held to explore issues related to fairness, access,multiculturalism, and equity (FAME) in higher education. This two-day conference wasco-sponsored by the Graduate Record Examinations Board and the Xavier University of Louisiana.A primary goal of the FAME conference was to increase and document our store of knowledgeabout equity issues in higher education and assessment, as they relate to racial and ethnic minor-ity status, language and national background, gender, disabilities, and poverty. FAME conferencespeakers addressed assessment issues, issues of institutional policy and practice, and psychologi-cal and educational issues for individuals. As an additional outcome of the conference, we iden-tified important areas where research is needed to help increase equity in higher educationand assessment.Our goals for the FAME report series reflect the conference goals, but move beyond them toencompass more than dissemination. Our hope is that the reports will highlight the multipleperspectives that exist on important FAME issues, and raise hard questions about them.This monograph includes both papers from the conference itself (Garibaldi, To Dutka,Toyama), and papers that have subsequently grown out of topics raised at the conference (Ibarraand Cohen; Gallagher, Morley, and Levin). The paper by To Dutka and that of Ibarra and Cohenask us to consider fundamental issues of culture in testing and education. To Dutka’s work posessome difficult questions about the nature of multiculturalism and its implications for assessmentand for higher education more broadly. Ibarra and Cohen examine test performance and culturalcontext, bringing insights from the world of anthropology to issues of test fairness, and suggestingan innovative theoretical basis for evaluating test questions for fairness.Garibaldi’s and Toyama’s papers consider the future of graduate education as it affects bothindividuals and institutions. Garibaldi uses test and other data to illustrate the implications of cur-rent patterns of minority and female participation in mathematics and sciences if current trendscontinue into the future. Toyama considers the nature of the GRE General Test and patterns of itsuse, both current and projected into the future. One of Toyama’s — and Garibaldi’s— key premisesis the importance of diversity in the future.Gallagher, Morley, and Levin carry on the theme of inclusiveness in their paper on genderissues in mathematical problem solving. Starting from Gallagher’s initial observations at theFAME conference of some puzzling gender-related score differences in mathematics, she and hercolleagues have delved more deeply into cognitive psychology in a search for explanations thatcan be translated into educational and assessment practice.Carol Anne DwyerExecutive DirectorProgram and Educational Policy ResearchEducational Testing Service
FAME
F
AIRNESS
, A
CCESS
,M
ULTICULTURALISM
, & E
QUITY

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