2,229
Views
0
CrossRef citations to date
0
Altmetric
Articles

Fair high-stakes assessment in the long shadow of Covid-19

&
Pages 518-533 | Received 15 Nov 2021, Accepted 11 Apr 2022, Published online: 19 Apr 2022

References

  • Ada Lovelace Institute, AI Now Institute and Open Government Partnership. (2021, August 24). Algorithmic accountability for the public sector: Learning from the first wave of policy implementation. Retrieved October 31, 2021,from https://www.adalovelaceinstitute.org/report/algorithmic-accountability-public-sector/
  • American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (2014). Standards for educational and psychological testing.
  • Anderson, E. (1999). What is the point of equality? Ethics, 109(2), 287–337. https://doi.org/10.1086/233897
  • Anderson, E. (2007). Fair opportunity in education: A democratic equality perspective. Ethics, 117(4), 595–622. https://doi.org/10.1086/518806
  • Anderson, E., & White, J. (2019). Elizabeth Anderson interviewed by John White. Journal of Philosophy of Education, 53(1), 5–20. https://doi.org/10.1111/1467-9752.12336
  • Centre for Data Ethics and Innovation. (2020). Independent Report, Review into bias in algorithmic decision-making. Published 27 November 2020. Accessed on 29 October 2021 at Review into bias in algorithmic decision-making - GOV.UK www.gov.uk
  • Cresswell, M. (2000). The role of public examinations in defining and monitoring national standards. Proceedings of the British Academy, 102, 69–120.
  • Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss–disparities grow and students need help. McKinsey & Co. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-andlearning-loss-disparities-grow-and-students-need-he
  • Education Policy Institute. (2021, October 21). Website introduction. In J. Andrews, T. Archer, W. Crenna-Jennings, N. Perera, & L. Sibieta (Eds.), Education recovery and resilience in England: Phase two report (pp. 1). Retrieved November 8, 2021, from https://epi.org.uk/publications-and-research/education-recovery-and-resilience-in-england-phase-two-report-october-2021/
  • EPI/Nuffield. (2020, October). Analysis: School attendance rates across the UK since full reopening. Education Policy Institute. https://epi.org.uk/publications-and-research/school-attendance-and-lost-schooling-across-england-since-full-reopening/
  • European Data Protection Board. (2020). Guidelines 4/2019 on article 25 data protection by design and by default version 2.0 Adopted on 20 October 2020. Retrieved October 31, 2021, from https://edpb.europa.eu/sites/default/files/files/file1/edpb_guidelines_201904_dataprotection_by_design_and_by_default_v2.0_en.pdf
  • House of Commons. (2021). Committee of Public Accounts. COVID-19: Support for children’s education. HC 240. Published on 26 May 2021. Accessed on 10 November 2021 at COVID-19: Education (parliament.uk)
  • Independent Assessment Commission (2021). The Future of Assessment and Qualifications om England: Interim Report. Accessed on 24 December 2021 at Findings | New Era Assessment
  • Kane, M. (2010). Validity and fairness. Language Testing, 27(2), 177–182. https://doi.org/10.1177/0265532209349467
  • Maruyama, G. (2012). Assessing college readiness: Should we be satisfied with ACT or other threshold scores? Educational Researcher, 41(7), 252–261. https://doi.org/10.3102/0013189X12455095
  • Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (3rd ed., pp. 13–100). American Council on Education.
  • Messick, S. (1998, August). Consequences of test interpretation and use: The fusion of validity and values in psychological assessment [Paper presentation]. The International Congress of Applied Psychology, San Francisco, CA. ETS Research Report, RR-98-48. Princeton, NJ: Educational Testing Service.
  • Mislevy, R. J. (2018). Sociocognitive foundations of educational measurement. Routledge.
  • Mislevy, R. J., Haertel, G., Cheng, B. H., Ructtinger, L., DeBarger, A., Murray, E., Rose, D., Gravel, J., Colker, A. M., Rutstein, D., & Vendlinski, T. (2013). A “conditional” sense of fairness in assessment. Educational Research and Evaluation, 19(2–3), 121–140. https://doi.org/10.1080/13803611.2013.767614
  • Moses, L. B., & Chan, J. (2018). Algorithmic prediction in policing: Assumptions, evaluation, and accountability. Policing and Society, 28(7), 806–822. https://doi.org/10.1080/10439463.2016.1253695
  • Newton, P. E., & Shaw, S. D. (2014). Validity in educational and psychological assessments. Sage.
  • Nisbet, I., & Shaw, S. D. (2019). Fair assessment viewed through the lenses of measurement theory. Assessment in Education: Principles, Policy & Practice, 26(5), 612–629. https://doi.org/10.1080/0969594X.2019.1586643
  • Nisbet, I., & Shaw, S. D. (2020). Is assessment fair? SAGE Publishing.
  • Office for Statistics Regulation. (2018). Code of Practice for Statistics: Ensuring official statistics serve the public. Accessed on 31 October 2021 at Code-of-Practice-for-Statistics.pdf (statisticsauthority.gov.uk).
  • Office for Statistics Regulation. (2021). Ensuring statistical models command public confidence: Learning lessons from the approach to developing models for awarding grades in the UK in 2020, March 2021. Accessed on 29 October 2021 at Ensuring statistical models command public confidence – Office for Statistics Regulation (statisticsauthority.gov.uk)
  • Ofqual. (2016). Requirements on setting GCSE (9 to 1) grade boundaries: Consultation on Conditions, November 2016 Ofqual/16/6128. Accessed on 31 October 2021 at Requirements on setting GCSE (9 to 1) grade boundaries (publishing.service.gov.uk)
  • Ofqual. (2020). Awarding GCSE, AS, A level, advanced extension awards and extended project qualifications in summer 2020: Interim report. Retrieved October 31, 2021, from https://www.gov.uk/government/publications/awarding-gcse-as-a-levels-in-summer-2020-interim-report
  • Ofqual, S. (2021). Ofqual and Dr Jo Saxton, Ofqual’s approach to grading exams and assessments in summer 2022 and autumn 2021, September 2021. Accessed on 23 December 2021 at Ofqual’s approach to grading exams and assessments in summer 2022 and autumn 2021 - GOV.UK www.gov.uk/ofqual
  • Putnam, R. D. (2015). Our kids: The American dream in crisis. Simon & Schuster.
  • Putnam, R. D. (2015). Our Kids: The American dream in crisis. New York: Simon & Schuster.
  • Royal Statistical Society. (2020). Letter to the Director General for Regulation, Office for Statistics Regulation. 14 August 2020. Accessed on 31 October 2021 at 14-08-2020-Letter-Deborah-Ashby-Sharon-Witherspoon-to-OSR.pdf (rss.org.uk)
  • Satz, D. (2007). Equality, adequacy and education for citizenship. Ethics, 117(4), 623–648. https://doi.org/10.1086/518805
  • Shaw, S. D., & Nisbet, I. (2021). Attitudes to fair assessment in the light of COVID-19. Research Matters: A Cambridge Assessment Publication, 31, 6–21. cambridgeassessment.org.uk/Images/research-matters-31-editorial.pdf
  • Welsh Government. (2020). Independent review of the summer 2020 arrangements to award grades, and considerations for summer 2021: final report December 2020. Accessed on 31 October 2021 at Independent review of the summer 2020 arrangements to award grades, and considerations for summer 2021: final report December 2020 | GOV.WALES
  • Wiley, A., Wyat, J. N., & Camara, W. J. (2010). The development of an index of college readiness. The College Board.
  • Worrell, F. (2016). Commentary on perspectives in fair assessment. In N. J. Dorans, L. L. Cook, & L. L (Eds.), Fairness in educational assessment and measurement (pp. 283–293). Routledge.