The Use of Standardized Tests in Secondary Schools in Four European Countries.

Autor/in	Postlethwaite, T. Neville
Institution	National Center on Effective Secondary Schools, Madison, WI.
Titel	The Use of Standardized Tests in Secondary Schools in Four European Countries.
Quelle	(1986), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Educational Policy; Foreign Countries; Intelligence Tests; National Competency Tests; National Programs; Secondary Education; Secondary School Teachers; Secondary Schools; Standardized Tests; Test Use; Testing Programs; Netherlands; Sweden; United Kingdom (England); West Germany + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Politics of education; Bildungspolitik; Ausland; Intelligence test; Intelligenztest; nicht übertragen; Sekundarbereich; Sekundarschule; Standadised tests; Standardisierter Test; Testanwendung; Niederlande; Schweden
Abstract	The use of standardized testing in secondary schools (with students between 10 and 19 years old) is described for four European countries: (1) England; (2) West Germany; (3) the Netherlands; and (4) Sweden. In the decentralized English system, several published standardized tests are available; they are used less at the secondary level than in primary grades. Tests are used for special needs assessment and educational guidance and there is some trend toward increased use of graded objectives tests. In West Germany, education is the responsibility of the states, rather than the national government. Standardized tests are not used on a population-wide basis, and the use of standardized tests is largely restricted to counseling centers and similar specialists in the schools. Neither achievement nor intelligence tests are often used in the schools. The Netherlands created a national curriculum development center in 1975 and has created national examinations, although they are not yet widely used. Achievement tests are used by teachers only, and intelligence test use is similar to that in West Germany. In Sweden, national standardized tests based on objective techniques are used above the primary levels. In summary, it was generally found that teachers do not use standardized tests of their own accord, mostly because tests are not tailor-made for what the teachers have been teaching. Appendices present three papers summarizing recent developments in England and two aspects of the Swedish testing process. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC