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.
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.