Literaturnachweis - Detailanzeige
| Autor/in | Siegel, Harvey |
|---|---|
| Titel | High Stakes Testing, Educational Aims and Ideals, and Responsible Assessment |
| Quelle | In: Theory and Research in Education, 2 (2004) 3, S.219-233 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1477-8785 |
| DOI | 10.1177/1477878504046515 |
| Schlagwörter | Stellungnahme; Student Evaluation; High Stakes Tests; Role of Education; Educational Assessment; Educational Testing; Educational Philosophy; Educational Objectives; Critical Thinking; Educational Principles; Evaluation Methods; Evaluative Thinking; Psychological Characteristics; Evaluation Criteria; Academic Standards; Democratic Values; Racial Bias; Evaluation Problems; State Standards; Minimum Competency Testing; Elementary Secondary Education; Florida; Florida Comprehensive Assessment Test |
| Abstract | School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason--one that is never offered, because it is not true--is that such testing furthers our efforts to realize our considered educational aims and ideals. I argue that while some testing is perfectly legitimate, current high stakes testing practice is largely inimical to the achievement of our most defensible educational ends. (Contains 12 notes.) (Author). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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