Standards in Education: Reforms, Stagnation and the Need to Rethink

Autor/inn/en	Bolden, David; Tymms, Peter
Titel	Standards in Education: Reforms, Stagnation and the Need to Rethink
Quelle	In: Oxford Review of Education, 46 (2020) 6, S.717-733 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bolden, David) ORCID (Tymms, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1781608
Schlagwörter	Academic Standards; Educational Change; Educational Improvement; Educational Trends; Foreign Countries; Trend Analysis; International Assessment; Achievement Tests; Secondary School Students; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Reading Achievement; Grade 4; Reading Tests; Educational Policy; Scores; National Competency Tests; United Kingdom (England); United States; Program for International Student Assessment; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Ausland; Trendanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Politics of education; Bildungspolitik; USA
Abstract	Countries around the world are striving to improve their educational systems with a view to improving their economy and society. In this global competition, national and international test results are of considerable interest. In this paper, we show that national testing in England and the USA have shown little or no improvement over the years. This finding is not isolated; it appears to be a global phenomenon. Data from large-scale international assessments such as PISA, TIMSS and PIRLS are remarkably stable over time. This paper reviews the trends from country-specific and international data and explores some of the reasons which have been offered for such stability. We argue that these explanations are insufficient and ways forward are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01