Reconceptualizing Validity for Classroom Assessment

This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed.     

Pirates and poachers: Fan fiction and the conventions of reading and writing

This article explores what teachers and students can learn about contemporary story‐telling from a study of fan fiction – that is, stories created by readers and viewers out of the canonical material of previously published fictions. Drawing on the example of Pirates of the Caribbean, it investigates ways in which fan fiction writers develop codes and conventions to govern themselves. For example, online litmus tests establish when a writer is self‐indulgently writing ‘Mary Sue’ characters into a story; the self‐styled Protectors of the Plot Continuum patrol the fictional limits of an imagined world to make sure that canonical information is not violated by fan fiction writers. This article makes use of such examples to investigate how quality control in fan fiction is codified, and to explore what teachers can learn from such enterprises about contemporary writing, reading and viewing. It compares these possibilities with issues of online literacy outlined by Henry Jenkins under three headings: the participation gap, the transparency problem, and the ethics challenge.     

Inclusive schooling policy: An educational detective story?

Since the publication of the Salamanca statement (UNESCO 1994), inclusive schooling has formed a growing part of the deliberations of the special education community. Inclusive schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have been superimposed on inclusive education discourses. At the fifth International Congress of Special Education (ISEC 2000) held in Manchester, ‘the death knell of the concept of special education’ (ISEC 2000) was announced. The concept proposed by Mike Oliver, Professor of Disability Studies at the University of Greenwich, asserts an end to understandings of diversity dependent on medical, psychological and charity-based discourses. From a recent study of inclusive schooling policy, and drawing from poststructuralist methodology, I suggest an approach to research, policy development and practice that questions traditionalist theorising in the special education field. Reflecting on the implementation of the Inclusion of Students with Disabilities Policy (DECCD 1995) in the Tasmanian government school system, I outline my alignment with Oliver’s view and highlight how questions of epistemology and reconstructions of research methodologies are central to rethinking understandings of difference. I also illustrate a methodological orientation that offers possibilities for a different science to take place, thereby understanding diversity as multiple and contradictory — and beyond the single ‘detective story’ (Gough 1998) of the medical, psychological and charity-based discourses that circulate in schools as the populist conceptions of ‘inclusion’.     

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.     

Shifting the focus of validity for test use

The conventional focus of validity in educational measurement has been on intended interpretations and uses of test scores. Empirical studies of test use by teachers, administrators and policy-makers show that actual interpretations and uses of test scores in context are invariably shaped by local users’ questions, which frequently require attention to multiple sources of evidence about students’ learning and the factors that shape it, and depend on local capacity to use such information well. This requires a more complex theory of validity that can shift focus as needed from the intended interpretations and uses of test scores that guide test developers to local capacity to support the actual interpretations, decisions and actions that routinely serve local users’ purposes. I draw on the growing empirical literature on data use to illustrate the need for an expanded theory of validity, point to theoretical resources that might guide such an expansion, and suggest a research agenda towards these ends.     

Strategies for infusing curricula with a multicultural perspective

We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.     

Portfolios, Accountability, and an Interpretive Approach to Validity

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?     

Vision and Leadership in Educational Administration: Sir George White of Norwich (1840–1912)

This article considers the usefulness of current models of leadership in change situations for an analysis of a historical case study of educational leadership. It uses the life of Sir George White (1842–1912) and his leadership in the field of education in Norwich and at the national level in the UK to examine the nature of effective leadership in a context of social change. The leadership traits of cultivating relationships, leading with a clear moral purpose, creating coherence through the communication of a strong vision, sharing knowledge and understanding the possibilities offered by change in a specific context, are used to frame the analysis of George White’s leadership style.     

Short-Term Study-Abroad Experience in Ireland: An Exercise in Cross-Cultural Counseling

International exchanges or study-abroad experiences can have lifelong impacts on students from various disciplines. This article describes the integration of a short-term study-abroad program to Ireland into two socio-cultural courses. The experience also offers course credit for major requirements in two programs. Through this two-week travel experience students are brought into intensive contact with educators, scholars, and community activists in Ireland and Northern Ireland and weigh differences and similarities in the social issues and services among the three countries. While the course is aimed at students in the counseling field, it also appeals to students majoring in criminal justice, sociology, women's studies, international studies, and political science.