High-Stakes Educational Testing and Democracy--Antagonistic or Symbiotic Relationship?

Autor/in	Ydesen, Christian
Titel	High-Stakes Educational Testing and Democracy--Antagonistic or Symbiotic Relationship?
Quelle	In: Education, Citizenship and Social Justice, 9 (2014) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197914520646
Schlagwörter	Foreign Countries; High Stakes Tests; Democracy; Correlation; Educational History; Educational Assessment; Case Studies; Intelligence Quotient; Intelligence Tests; School Readiness; Accountability; Disclosure; Educational Administration; Governance; Parents; Schools; Teachers; Educational Attitudes; Denmark; Greenland + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Korrelation; History of education; Bildungsgeschichte; Education; assessment; Bewertungssystem; Case study; Fallstudie; Case Study; Intelligenzquotient; Intelligence test; Intelligenztest; Readiness for school; School ability; Schulreife; Verantwortung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Eltern; School; Schule; Lehrer; Lehrerin; Lehrende; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Dänemark; Grönland
Abstract	This article argues that high-stakes educational testing, along with the attendant questions of power, education access, education management and social selection, cannot be considered in isolation from society at large. Thus, high-stakes testing practices bear numerous implications for democratic conditions in society. For decades, advocates of high-stakes educational testing have argued that testing would result in meritocracy, ensuring that everyone would be afforded the same opportunities to find success in adulthood. Examined from a critical perspective, however, we learn that testing is also extremely well designed as a bulwark against opposing or alternative outlooks and opinions, because testing is a complex tool requiring highly specialised knowledge to administer effectively. This article sets out to investigate the relation between high-stakes educational testing and democracy drawn from the experiences of 20th-century high-stakes educational testing practices in the Danish history of education. Among other things, the article concludes that a combination of different evaluation technologies--some formative and some summative--might be the safest way to go from a democratic perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10