The Global Testing Culture
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| Author | : William C. Smith |
| Publisher | : Symposium Books Ltd |
| Total Pages | : 306 |
| Release | : 2016-01-04 |
| Genre | : Education |
| ISBN | : 187392772X |
The past thirty years have seen a rapid expansion of testing, exposing students worldwide to tests that are now, more than ever, standardized and linked to high-stakes outcomes. The use of testing as a policy tool has been legitimized within international educational development to measure education quality in the vast majority of countries worldwide. The embedded nature and normative power of high-stakes standardized testing across national contexts can be understood as a global testing culture. The global testing culture permeates all aspects of education, from financing, to parental involvement, to teacher and student beliefs and practices. The reinforcing nature of the global testing culture leads to an environment where testing becomes synonymous with accountability, which becomes synonymous with education quality. Underlying the global testing culture is a set of values identified from the increasing literature on world culture. These include: education as a human right, academic intelligence, faith in science, decentralization, and neoliberalism. Each of these values highlights different aspects of the dialogue in support of high-stakes standardized testing. The wide approval of these values and their ability to legitimate various aspects of high-stakes testing reinforces the taken-for-granted notion that such tests are effective and appropriate education practices. However, a large body of literature emphasizes the negative unintended consequences – teaching to the test, reshaping the testing pool, the inequitable distribution of school resources and teachers’ attention, and reconstructing the role of the student, teacher, and parent – commonly found when standardized, census-based tests are combined with high-stakes outcomes for educators or students. This book problematizes this culture by providing critical perspectives that challenge the assumptions of the culture and describe how the culture manifests in national contexts. The volume makes it clear that testing, per se, is not the problem. Instead it is how tests are administered, used or misused, and linked to accountability that provide the global testing culture with its powerful ability to shape schools and society and lead to its unintended, undesirable consequences.
| Author | : William Smith |
| Publisher | : |
| Total Pages | : |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
To ensure equal access to high quality education, the global expansion of universal basic education has included accountability measures in the form of academic tests. As the global community adjusts from educational access to educational quality, educators (teachers and principals) are increasingly held accountable for student test scores. Testing for accountability attempts to modify educator behavior by connecting formal or informal, positive or negative consequences to school aggregate test scores. This study examines the association of this international phenomenon with school structures and student outcomes. The investigation begins by exploring the global transformation toward testing for accountability in light of the emerging global culture, identified by World Culture theorists. As testing for accountability emerges as a legitimate global practice questions arise as to how it will shape education and impact students. To address these questions this study maps participants from the 2009 Programme for International Student Assessment into four National Testing Policy (NTP) categories: Formative, Summative, Evaluative, and Formal Sanction/Reward. Using a three level random coefficient Hierarchical Linear Model to capture the nested nature of the data three research questions are addressed: (1) How is national testing policy related to the degree schools incorporate testing into their practices and policies? (2) Does the incorporation of testing into a school structure vary by the school's economic and/or academic composition? And (3) how does the national testing policy and corresponding policy coupling influence student outcomes? Results suggest that schools in testing for accountability systems are more likely to use student test scores for school accountability purposes. Additionally, within policy differences speak to important equity concerns as less advantaged schools in accountability systems where formal sanctions and/or rewards are applied to schools or educators are more likely to transfer out low achieving students. Furthermore, initial differences in student achievement across NTP categories are an artifact of schools using their admission and transfer policies to shape their student body. This lack of relationship between NTP and student achievement calls into question whether the substantial costs associated with testing for accountability policies are an efficient use of resources.
| Author | : Frederick T. L. Leong |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 0 |
| Release | : 2016 |
| Genre | : Psychology |
| ISBN | : 9780199356942 |
"Sponsored by the International Testing Commission, The ITC Handbook of International Testing and Assessment is dedicated to the advancement of theory, research, and practice in the area of international testing and assessment in psychology, education, counseling, organizational behavior, human resource management, and related disciplines"--
| Author | : Keena Arbuthnot |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 210 |
| Release | : 2017-11-01 |
| Genre | : Education |
| ISBN | : 1786354349 |
This book provides a refined definition of standardized educational test fairness that can be utilized in multiple contexts to better understand the experiences and perspectives of diverse groups of test takers.
| Author | : Peter Sacks |
| Publisher | : Da Capo Press |
| Total Pages | : 351 |
| Release | : 2001-01-10 |
| Genre | : Education |
| ISBN | : 9780738204338 |
"Standardized Minds" dramatically shows how an unhealthy and enduring obsession with intelligence testing affects everyone. Drawing creative solutions from the headlines and front lines, Sacks demonstrates proven alternatives to such testing, and details a plan to make the American meritocracy legitimate and fair.
| Author | : Sam Sellar |
| Publisher | : Brush Education |
| Total Pages | : 113 |
| Release | : 2017-04-03 |
| Genre | : Education |
| ISBN | : 1550597116 |
A global education race now pits countries, regions, and school systems against one another. The racecourse has been created by a small number of influential international testing programs, and the popular media announces winners and losers. Fear of falling behind haunts policy-makers and shapes educational priorities around the world. But are we running in the right direction? We all have a stake in education, and as informed citizens we need to understand the increasingly influential and controversial phenomenon of international testing and what it means for students and the future of our schools. The Global Education Race provides educators, parents, and policy-makers with a lively and accessible introduction to the most influential international testing program: PISA, the Programme for International Student Assessment, operated by the Organisation for Economic Cooperation and Development. The authors draw on the latest research on assessment and education policy to provide a clear account of how the test works and to investigate PISA’s influence on educational goals and practice in schools around the world. The book aims to provoke informed debate about the role of testing, data, and comparison in educational change. Includes a foreword by David C. Berliner and Pasi Sahlberg.
| Author | : Dragoş Iliescu |
| Publisher | : Cambridge University Press |
| Total Pages | : 711 |
| Release | : 2017-11-02 |
| Genre | : Education |
| ISBN | : 1107110122 |
This book provides a practical but scientifically grounded step-by-step approach to the adaptation of tests in linguistic and cultural contexts.
| Author | : Clara Sabbagh |
| Publisher | : Oxford University Press |
| Total Pages | : 369 |
| Release | : 2022-08-16 |
| Genre | : Education |
| ISBN | : 0190697997 |
"This book culminates a career-long search for justice. I felt it important to understand what it is and where it came from as a feature of human society, of human life. I wound up in a department of education, perhaps quite fortuitously, for education enabled me to examine how experiences of justice or injustice in various educational settings shape children and young people's values, behaviors, and chances for living a decent future life"--
| Author | : Cyril J. Weir |
| Publisher | : Equinox Publishing (UK) |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : English language |
| ISBN | : 9781781794920 |
This book tells the story of the British Council's seventy-five year involvement in the field of English language testing. The first section of the book explores the role of the British Council in spreading British influence around the world through the export of British English language examinations and British expertise in language testing. Founded in 1934, the organisation formally entered the world of English language testing with the signing of an agreement with the University of Cambridge Local Examination Syndicate (UCLES) in 1941. This agreement, which was to last until 1993, saw the British Council provide substantial English as a Foreign Language (EFL) expertise and technical and financial assistance to help UCLES develop their suite of English language tests. Perhaps the high points of this phase were the British Council inspired Cambridge Diploma of English Studies introduced in the 1940s and the central role played by the British Council in the conceptualisation and development of the highly innovative English Language Testing Service (ELTS) in the 1970s, the precursor to the present day International English Language Testing System (IELTS). British Council support for the development of indigenous national English language tests around the world over the last thirty years further enhanced the promotion of English and the creation of soft power for Britain. In the early 1990s the focus of the British Council changed from test development to delivery of British examinations through its global network. However, by the early years of the 21st century, the organisation was actively considering a return to test development, a strategy that was realised with the founding of the Assessment Research Group in early 2012. This was followed later that year by the introduction of the Aptis English language testing service; the first major test developed in-house for over thirty years. As well as setting the stage for the re-emergence of professional expertise in language testing within the organisation, these initiatives have resulted in a growing strategic influence for the organisation on assessment in English language education. This influence derives from a commitment to test localisation, the development and provision of flexible, accessible and affordable tests and an efficient delivery, marking and reporting system underpinned by an innovative socio-cognitive approach to language testing. This final period can be seen as a clear return by the British Council to using language testing as a tool for enhancing soft power for Britain: a return to the original raison d'etre of the organisation.
| Author | : Keena Arbuthnot |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 210 |
| Release | : 2017-11-01 |
| Genre | : Education |
| ISBN | : 1786354330 |
This book provides a refined definition of standardized educational test fairness that can be utilized in multiple contexts to better understand the experiences and perspectives of diverse groups of test takers.
