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Review examines equity in assessment, focusing on performance outcomes, access, and fairness for diverse groups.
This article reviews the concept of equity in relation to assessment by considering issues of equality of outcome, equal access and the role of context and construct. Performance assessment is discussed as a particular case and evidence is offered from performance assessment in England. The article concludes by discussing approaches to developing assessment practices that are more fair to all the groups likely to be involved in taking those assessments.
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Caroline Gipps (1995) studied this question.
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