Market-oriented reforms and "high stakes" testing: Incentives and consequences.

Autor/inn/en	West, Anne; Pennel, Hazel
Titel	Market-oriented reforms and "high stakes" testing: Incentives and consequences.
Quelle	Aus: Vinokur, Annie (Hrsg.): Pouvoirs et mesure en éducation. Neuchâtel u.a.: Ed. de l'Inst. d'Ethnologie (2005) S. 181-199Verfügbarkeit
Reihe	Cahiers de la recherche sur l'éducation et les savoirs: Hors-série. 1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	2-7351-1080-XX
Schlagwörter	Evaluation; Methodologie; Begriffsbildung; Testmethodik; Bildungsreform; Schulsystem; Prüfungsarbeit; Lernprozess; Wissenserwerb; Curriculum; Unterrichtsprozess; Standard; Zukunftserwartung; England; Europa; Großbritannien
Abstract	This paper focuses on the use of "high stakes" tests and examinations, which by definition have serious consequences; high stakes tests are used in an attempt to raise standards and to evaluate school systems. A range of dysfunctional consequences of high stakes testing [is] observed, including teaching to the test and a narrowing of the curriculum. Moreover, [the authors] cannot be confident that the improvements observed in high stakes tests reflect authentic improvements in achievement. Finally, the emphasis on test and examinations results appears to have focused attention on internal school processes as the key means of improving learning and knowledge, rather than addressing structural issues to do with pupil mix or structural inequalities within society. It is concluded that the incentives are such that the continued use of high stakes tests does not enable pupils' genuine learning to be measured. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3