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Book Review

Is Assessment Fair?

edited by Isabel Nisbet and Stuart Shaw, Sage Publications Ltd: London, UK. 2020, 184 pp., £29.99 (paperback), ISBN 9781526474926

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References

  • Camilli, G. (2013). Ongoing issues in test fairness. In Fairness issues in educational assessment (pp. 16-32). Routledge.
  • Chapelle, C. A., & Lee, H. W. (2021). Understanding argument-based validity in language testing. Validity Argument in Language Testing: Case Studies of Validation Research, 19–44. Cambridge: Cambridge University Press.
  • Cope, B., & Kalantzis, M. (2016). Big data comes to school: Implications for learning, assessment, and research. AERA Open, 2(2), 2332858416641907. https://doi.org/10.1177/2332858416641907
  • Davies, A. (2010). Test fairness: A response. Language Testing, 27(2), 171–176. https://doi.org/10.1177/0265532209349466
  • Dorans, N. J., & Cook, L. L. (2016). Fairness in educational assessment and measurement. Taylor & Francis.
  • Gernsbacher, M. A., Soicher, R. N., & Becker-Blease, K. A. (2020). Four empirically based reasons not to administer time-limited tests. Translational Issues in Psychological Science, 6(2), 175. https://doi.org/10.1037/tps0000232
  • Gipps, C., & Stobart, G. (2009). Fairness in assessment. In C. Wyatt-Smith & J. J. Cumming (Eds.), Educational assessment in the 21st Century. Springer. https://doi.org/10.1007/978-1-4020-9964-9_6
  • Randall, J., Poe, M., Oliveri, M. E., & Slomp, D. (2023). It ain’t near ‘bout fair: Re-envisioning the bias and sensitivity review process from a justice-oriented antiracist perspective. Educational Assessment, 1–15. https://doi.org/10.1080/10627197.2023.2285047
  • Song, X. (2016). Fairness in educational assessment in China: Historical practices and contemporary challenges. Assessment in education: Implications for leadership, 67–89.
  • Toulmin, S. E. (2003). The uses of argument. Cambridge university press.
  • Xi, X. (2010). How do we go about investigating test fairness? Language Testing, 27(2), 147–170. https://doi.org/10.1177/0265532209349465

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