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Full-Text Articles in Education
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
Faculty Publications
We explore the uses and functions of ‘validity’ as a boundary marker between legal theory and psychometrics. Standardized testing regimes rely on experts to articulate the limits of validity. When challenged in courts, these limits become the subject of contestation, requiring practitioners to litigate the validity of validity. This process generates significant discontinuities, resulting from different conceptual relationships to the idea of validity. Through a qualitative textual analysis of specific case law and a quantitative examination of Lexis-Nexis database archives, we trace how legal reasoning elides new developments in psychometric research that would broaden and enrich judicial treatments while showing …
An Investigation Of Assessment, Equal Opportunity, And Educational Equity In Conservative Evangelical Schools, Joseph Scifo
An Investigation Of Assessment, Equal Opportunity, And Educational Equity In Conservative Evangelical Schools, Joseph Scifo
Doctoral Dissertations and Projects
The purpose for this ex post facto, causal comparative study was to use a three-tiered investigation; each tier was related to the investigation of equity and student achievement. Based on the literature, there is little to no research about the relationship between equity in conservative Evangelical Christian schools and student achievement. The data used in this study was drawn from conservative Evangelical schools. The research focus was on schools which are members of the Association of Christian Schools International (ACSI) in the Mid-America/Ohio River Valley Region. The participant schools were divided into different tiers and categories, in accordance with the …
Equity-Minded Faculty Development, Aeron Haynie
Equity-Minded Faculty Development, Aeron Haynie
To Improve the Academy: A Journal of Educational Development
A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.