Pedagogy Of Standardized Testing
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The Pedagogy of Standardized Testing
Based on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn. Standardized testing makes understanding students' strengths and weaknesses more difficult, and class time spent on testing consumes scarce time and attention needed to support the success of all students—further disadvantaging ELLs, students with exceptionalities, low income, and racially minoritized students.
The Effects of Standardized Testing
Author: T. Kelleghan
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools. Still less could he have foreseen that the validity of the concept would be examined many years later in Irish schools. While the primary purpose of the experimental study reported in this book was not to investigate the Pygmalion effect, it is inconceivable that a study of the effects of standardized testing, conceived in the 1960s and planned and executed in the 1970s, would not have been influenced by thinking about teachers' expectations and the influence of test information on the formation of those expectations. While our study did pay special attention to teacher expectations, its scope was much wider. It was planned and carried out in a much broader framework, one in which we set out to examine the impact of a standardized testing program, not just on teachers, but also on school practices, students, and students' parents.
The Pedagogy of Standardized Testing
Introduction : The Pedagogy of Standardized Testing -- The School as Factory Farm : All Testing All the Time -- The History, Logic and Push for Standardized Testing -- Testing at the Tipping Point : HSST as a Governing Education Principle In and Out of the Classroom -- Revising the Pedagogical Form : Test-Oriented Teaching and Learning -- Not What I Signed up for: The Changing Meaning of Being a Teacher -- A Lack of Accountability : Teacher Perspectives on Equity, Accuracy and Standardized Testing -- Implications : Synthesis of Findings, Resistance and Alternatives