Using Multiple Methods to Investigate Eleven-Year-Olds' Experiences of Preparing for a High-Stakes Public Examination in Trinidad and Tobago

Autor/inn/en	De Lisle, Jerome; McMillan-Solomon, Sabrina
Titel	Using Multiple Methods to Investigate Eleven-Year-Olds' Experiences of Preparing for a High-Stakes Public Examination in Trinidad and Tobago
Quelle	In: Education 3-13, 45 (2017) 4, S.397-418 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Lisle, Jerome)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1095778
Schlagwörter	Foreign Countries; High Stakes Tests; Preadolescents; Student Placement; Qualitative Research; Diaries; Focus Groups; Freehand Drawing; Photography; Test Preparation; Drills (Practice); Test Wiseness; Emotional Response; Interpersonal Relationship; Socioeconomic Influences; Elementary School Students; Secondary Schools; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; Pre-adolescence; Präadoleszenz; Schülerpraktikum; Qualitative Forschung; Diary; Tagebuch; Drawing; Zeichnen; Fotografie; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozioökonomischer Faktor; Sekundarschule; Trinidad und Tobago
Abstract	This study was designed to uncover and evaluate unintended and indirect consequences of using the "Secondary Entrance Assessment" ("SEA") in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers' experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01