A theory of just educational measurement
This chapter brings together the lessons Rawls offered about institutionalized measurement with the lessons he offered about the function of educational systems in a just society. Taken together these lessons provide a system of principled distinctions that can be used as a framework for making sense of complex and seemingly contradictory considered judgments about the role of testing in education. As an applied theory of justice the framework being built here must be able to explain why some uses of testing serve justice while others do not, as well as help structure the redesign of future testing infrastructures. Nader and Jefferson expose the contradictions and complexities involved in thinking about the organization of educational systems and the selection and promotion of individuals. This is only one set of issues facing us when thinking through the role of testing in contemporary schools.