Harvard Educational Review
  1. Fall 2010 Issue »

    Responding to Claims of Misrepresentation

    Maria Veronica Santelices, Mark Wilson
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    Maria Veronica Santelices is an assistant professor at the Department of Education at the Catholic University of Chile, where she conducts research in education, including measurement, evaluation, testing, and higher education policy. She is currently leading a three-year project designing and piloting new instruments to be used in the admissions process to higher education institutions in Chile. She is also participating in a funded three-year project on the expected and unexpected consequences of the National Teacher Evaluation System (NTES) at the teacher, school, and municipal levels. Santelices previously worked at the research and evaluation unit of the University of California Office of the President analyzing admission and outreach policies and at Policy Analysis for California Education (PACE) at UC Berkeley as part of a team that evaluated child care providers retention incentive programs in California. She also worked with the Early Academic Outreach Program at UC Berkeley designing and conducting formative and summative evaluations of some of their academic programs.

    Mark Wilson is a professor in the Graduate School of Education at the University of California, Berkeley. He is a fellow of the American Psychological Association and founding editor of the journal Measurement: Interdisciplinary Research and Perspectives. He recently gave the William Angoff Memorial Lecture (Educational Testing Service, Princeton, NJ) and the Samuel J. Messick Memorial Lecture (Learning Testing Research Colloquium, University of Melbourne, Victoria, Australia). His interests in measurement range from reforming the approach to measurement in education and, more broadly, across the social sciences, to innovations in mathematical and statistical modeling for measurement, and to the policy and practical issues involved in educational and psychological assessment. These interests are founded on the core practice of developing concrete assessments and assessment systems that focus on educational applications, but they also extend to broader areas, including psychological and health applications. Most recently Wilson has published Constructing Measures: An Item Response Modeling Approach (2004), Explanatory Item Response Models: A
    Generalized Linear and Nonlinear Approach
    (2004, with Paul De Boeck), Towards Coherence Between Classroom Assessment and Accountability (2004), and the National Research Council Committee on Assessment of Science Achievement report Systems for State Science Assessment (2006).
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    Fall 2010 Issue

    Abstracts

    From Forced Tolerance to Forced Busing
    Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
    Zoë Burkholder
    More Like Jazz Than Classical
    Reciprocal Interactions Among Educational Researchers and Respondents
    L. Janelle Dance, Rochelle Gutiérrez, Mary Hermes
    "No Backpacks" versus "Drugs and Murder"
    The Promise and Complexity of Youth Civic Action
    Beth C. Rubin, Brian F. Hayes
    When Boys Won't Be Boys
    Discussing Gender with Young Children
    Hannah Katch, Jane Katch
    Editor's Introduction: Bias in the SAT?
    Continuing the Debate
    HER Editorial Board
    On Replicating Ethnic Test Bias Effects
    The Santelices and Wilson Study
    Roy O. Freedle
    Misrepresentations in Unfair Treatment by Santelices and Wilson
    Neil J. Dorans
    Responding to Claims of Misrepresentation
    Maria Veronica Santelices, Mark Wilson

    Book Notes

    Whistling Vivaldi
    Claude M. Steele

    Crossing the Finish Line
    William G. Bowen, Matthew M. Chingos, and Michael S. McPherson

    Examining Effective Teacher Leadership
    Sara Ray Stoelinga and Melinda M. Mangin

    The Boy on the Beach:
    by Vivian Gussin Paley