Harvard Educational Review
  1. Spring 1994 Issue »

    A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change the Nation's Testing Policy

    George F. Madaus
    In this article, George Madaus considers the current debate on national assessment from two perspectives: technological and historical. Highlighting educators' tendency to embrace new technologies such as alternative assessments without giving thorough consideration to the foundation on which they are based, Madaus cautions that testing as a technology has the potential to perpetuate current social and educational inequalities. In a brief historical overview, the author points out that several tests originally designed with well-intended goals have over time become a means for excluding minority groups from equal educational opportunities.

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    Spring 1994 Issue

    Abstracts

    Performance-Based Assessment and Educational Equity
    Linda Darling-Hammond
    Learning to Work
    The Impact of Curriculum and Assessment Standards on Educational Opportunity
    Diana C. Pullin
    Is It Real for All Kids?
    A Framework for Equitable Assessment Policies for English Language Learners
    Mark W. LaCelle-Peterson and Charlene Rivera
    A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change the Nation's Testing Policy
    George F. Madaus
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