Description
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.
Chapter
Allocating otl according to students' ability to profit from instruction: the intelligence testing movement in american education
Creating otl through alignment of assessment with new conceptions of curriculum and instruction: the eight-year study
The formulation of otl as a legal right: school desegregation, minimum competency testing, and debra p. v. turlington
Improving otl through the power of measurementdriven instruction: the performance assessment movement of the 1990s
Otl and standards-based reform: the no child left behind act of 2001
The future of testing and otl
3 A Sociological Perspective on Opportunity to Learn and Assessment
The traditional view: the school is a meritocratic sorting device providing equal opportunities to learn
Criticisms of the meritocratic thesis
The contrarian view: the school is a reproduction machine that perpetuates social inequalities
Breaking the yoke of reproduction
4 ASociocultural Perspective on Opportunity to Learn
The situated/sociocultural view
5 Individualizing Assessment and Opportunity to Learn
The legalization of special education
Assessing for educating students with disabilities
Structuring otl for students with disabilities
Parents' roles in special education
Educators' opportunities to learn
Accountability assessment for students with disabilities
Opportunities to learn in action
6 CulturalModeling as Opportunity to Learn
The cultural modeling project: the challenge of teaching reading comprehension
Chèche konnen: sense making in science and teacher learning
Implications for assessment
7 Opportunities to Learn in Practice and Identity
A situative perspective on learning
Individuals Learning in a Community
Some Important Characteristics of Activity Systems
Learning by Communities of Practice
A situative perspective on otl
OTL as It Relates to Individuals
OTL as It Relates to Individuals
A situative perspective on assessment
Situative Studies of Assessment Systems
Implications for Assessment Practices
Understanding access to otl
Conclusion: some requirements for appraising otl
Knowledge: as noun and verb
General versus situated understandings
Game-like learning: andy disessa
Assessment: a game example
9 Sociocultural Implications for Assessment I
A theory of assessment informed by sociocultural perspectives
HowDoes Assessment Function within an Activity System?7
Criteria for assessing the quality of learning and otl
Examining the practice of assessment in a classroom activity system: the case of magdalene lampert's fifth-grade mathematics classroom
10 Issues of Structure and Issues of Scale in Assessment from a Situative/Sociocultural Perspective
The Relevance of a Perspective on Knowledge and Learning
The Structure of Assessment Arguments
Aspects of the Situation and the Action in the Situation
The Role of Other Information
Using the Same Argument Structure forMany Students
Making theMachinery Formal and Explicit
Structuring the Use of Information in Interpreting Situations and Actions
Using Probability-Based Reasoning
11 Sociocultural Implications for Assessment II
Analyzing assessments that cross boundaries of activity systems3
Example 1: Responding to Test-Based Evidence4
Example 2: A Model for Using Test-Based EvidenceMore Relationally6
Example 3: Accountability and Assessment in a School ReformModel7
Overview of Accountability and Assessment
The School Quality Review: A Closer Look
What Is the Evidence in Support of theModel?
Example 4: Evaluation in a Program Focused on Professional Development9
Assessments to Serve Organizational Learning: LearningWalks
Assessing OTL in Schools: Instructional Quality Assessment
1 2 Assessment, Equity, and Opportunity to Learn
Learning and learning opportunities
Principles for meaningful otl and assessment
Conclusion: otl and the idea of testing
Assessment, Equity, and Opportunity to Learn
( Learning in Doing: Social, Cognitive and Computational Perspectives )
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