International Tests, National Assessments, and Educational Development (1970-2012)

Autor/inn/en	Ramirez, Francisco O.; Schofer, Evan; Meyer, John W.
Titel	International Tests, National Assessments, and Educational Development (1970-2012)
Quelle	In: Comparative Education Review, 62 (2018) 3, S.344-364 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	International Assessment; Comparative Education; Womens Education; Educational Development; Enrollment Trends; National Competency Tests; Grade Repetition; Regression (Statistics); Outcomes of Education; Access to Education; Global Approach; Student Evaluation; Educational History + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; 'Women''s education'; Frauenbildung; Bildungsentwicklung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Globales Denken; Schulnote; Studentische Bewertung; History of education; Bildungsgeschichte
Abstract	Recent decades have seen rapid growth of national participation in international tests as well as expanded national assessment testing. This article addresses the relationship between these forms of testing and educational developments: educational enrollments, women's participation in schooling, repetition rates, student centrism in the curriculum, and the breadth of the curriculum. From a critical perspective, the obsession with international and national assessment testing might be linked to lower enrollments, higher repetition rates, and a narrowing of curricula. We use panel regression models with country fixed effects to examine these relationships. Our findings do not support these dire predictions. We offer an alternative interpretation that situates the global testing regime within a broader world educational culture that favors both a technocratic approach to assessing learning and such progressive educational outcomes as expanded access and broader curricula. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01