Retooling Education: Testing and the Liberal Arts

Autor/in	Jackson, Robert L.
Titel	Retooling Education: Testing and the Liberal Arts
Quelle	In: Academic Questions, 20 (2007) 4, S.332-346 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-4852
DOI	10.1007/s12129-007-9033-7
Schlagwörter	Standardized Tests; Psychometrics; Educational Testing; Liberal Arts; Educational Trends; Educational History; Educational Philosophy; Political Attitudes; Politics of Education; Educational Objectives; Intelligence Tests; Educational Policy; Intellectual History; Language Arts + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Psychometry; Psychometrie; Bildungsentwicklung; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Educational policy; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Intelligence test; Intelligenztest; Politics of education; Geistesgeschichte; Sprachkultur
Abstract	The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote excellence while preserving equality. They've settled for egalitarianism, which gives rise to "culturally fair" tests that substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters. Unfortunately, he writes, such an education defies measurement with today's multiple-choice instruments. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10