Fair Game?: The Use of Standardized Admissions Tests in Higher Education
- Rebecca Zwick
- 8.94 X 6.06 X 0.66 inches
- 0.85 pounds
- Education > Testing & Measurement
Do accusations of race- and gender-based test discrimination hold up to the statistics? Do tests favor those who can afford expensive preparatory programs? Can tests reliably measure our nation's educational achievement? Zwick slices through the incendiary rhetoric that surrounds these controversial questions, and offers solid and straightforward recommendations for more equitable educational policy.
I’ve spent 20 years (in two separate stints) as a researcher at Educational Testing Service, where I now hold the title of Distinguished Presidential Appointee. I started at ETS after earning my doctorate in Quantitative Methods in Education at the University of California, Berkeley and completing a postdoctoral fellowship at the Psychometric Laboratory at the University of North Carolina at Chapel Hill.
In between my two ETS gigs, I was a professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara, where I taught classes in measurement, statistics, and educational testing. But my career in education actually began long before I earned a Ph.D. During the 1970s, I received my teacher certification and worked in teaching and counseling positions with children, adolescents, and adults.
These experiences helped to broaden my perspective on the role of tests and measurement. My recent research at ETS has focused on test validity and fairness. I continue to conduct research on the college admissions process, which is the topic of my 2017 book, Who Gets In? Strategies for Fair and Effective College Admissions. I recently served as the President of the National Council on Measurement in Education (2018-2019) and as a member of the NCME Executive Committee (2017-2020).
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