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Tipping the scales: social justice a...

Stein, Zachary A.

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Tipping the scales: social justice and educational measurement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Tipping the scales: social justice and educational measurement./
作者:	Stein, Zachary A.
面頁冊數:	294 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700540
ISBN:	9781321705348

Tipping the scales: social justice and educational measurement.
Stein, Zachary A.

Tipping the scales: social justice and educational measurement. - 294 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Harvard University, 2014.

This item must not be sold to any third party vendors.

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.

ISBN: 9781321705348Subjects--Topical Terms:

3173367
Educational philosophy.

Tipping the scales: social justice and educational measurement.
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520 $a 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.
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