Volume 5 Issues 3&4 (2016-12-31)

Volume 5 Issues 1&2 (2016-06-30)

Volume 4 Issues 3&4 (2015-12-31)

Volume 4 Issues 1&2 (2015-06-30)

Volume 3 Issue 4 (2014-12-31)

Volume 3 Issue 3 (2014-09-30)

Volume 3 Issue 2 (2014-06-30)

Volume 3 Issue 1 (2014-03-31)

Volume 2 Issue 4 (2013-12-31)

Volume 2 Issue 3 (2013-09-30)

Volume 2 Issue 2 (2013-06-30)

Volume 2 Issue 1 (2013-03-31)

Volume 1 Issue 1 (2012-12-31)

Journal: International Journal of Education and Culture

Volume 4 Issues 3&4 (2015-12)

Article 1:
Reliability, Validity, and Fairness in Classroom and Large-scale Standardized Assessments
Hunan University, China
Ningbo Polytechnic, China

This article discusses the three major indicators of quality of an educational assessment. In an educational assessment, reliability, validity, and fairness are the three major indicators of its quality. A high-quality assessment, therefore, should be reliable, valid, and fair (AERA et al., 1999; Joint Committee on Testing Practices, 2004; Joint Advisory Committee, 1993; Popham, 2008, 2011). This article first explains the concepts of reliability, validity, and fairness in educational assessments. It then discusses fairness issues in both classroom and large-scale standardized assessment contexts. Finally, this article explores the relationships among reliability, validity, and fairness.

Article 2:
An Examination of Diversity and Inclusion in Ontario’s Educational Sector
Niagara University, United States
Niagara University, United States
Niagara University, United States

This study analyzes diversity and inclusion across a sample of educational institutions in Ontario. Concepts developed by Mor Barak (2011) were used as a foundation for the researchers’ framework that is centered on the Inclusion Skills Measurement Profile (ISM) developed by Turnbull, Greenwood, Tworoger, and Golden (2010) to examine a spectrum of criteria considered to be indicators of organizational diversity.

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