An Evaluative Framework for Reviewing Fairness Standards and Practices in Educational Tests

One of the substantive changes in the 2014 Standards for Educational and Psychological Testing was the elevation of fairness in testing as a foundational element of practice in addition to validity and reliability. Previous research indicates that testing practices often do not align with professional standards and guidelines. Therefore, to raise awareness of fairness concepts and principles from the 2014 Standards, this study aligned those standards with fairness practices, as documented in test manuals and on websites of 18 intelligence and achievement tests from different test publishers. A content analysis indicated that just under half of the fairness standards are frequently or occasionally practiced and those occurrences differed somewhat across tests but did not differ between intelligence and achievement tests or across publishers. To inform and encourage improvements in the future practice of the fairness standards, an evaluative framework along with example practices and related methodological scholarship is discussed.     

The Effect of Informational Characteristics and Faculty Knowledge and Beliefs on the Use of Assessment

Increasing the use of learning outcome assessments to inform educational decisions is a major challenge in higher education. For this study we used a sense-making theoretical perspective to guide an analysis of the relationship of information characteristics and faculty assessment knowledge and beliefs with the use of general education assessment information at three research institutions with similar organizational contexts. Study findings indicate that the likelihood of using assessment information increases when assessment evidence is action oriented and viewed as of high quality and when faculty members are knowledgeable, have positive dispositions toward assessment, and have a perception of institutional support for engagement in assessment activities.     

Sketching Now

This paper discusses the role of the sketch in design when freehand drawing is under pressure from digital image manipulation both in higher education and professional practice. Placed in a broad design context embracing experience, skill and knowledge, the meaning of ‘sketch’ is being explored against a background of past and current practices in analogue and digital media. Locating the sketch in the design process various analogue and digital relationships are presented, including speed and fidelity. It concludes that sketching can be seen as a form of visual improvisation independent of any particular drawing system that allows designers to explore the sketch both as a means of self–expression and a means of communication.