Standardized testing + high stakes decisions = educational inequity

Autor(es): 
Froese-German, Bernie
Entidad(es): 
Ontario Institute for Studies in Education (Canada)
Editor: 2001
Paginación: p.111-130
Serie: Interchange, 32, 2
Notas: Incl. bibliographical notes, abstract

Changes in assessment policy have increased standardized testing at provincial, national, and international levels, introduced testing at more grade levels, increased the reporting of test results, and attached more significance to those results. Advocates claim that testing will result in greater accountability in education. The research demonstrates that standardized testing has a negative impact on students, perpetuating and intensifying educational inequity through test bias and the misuse of test scores. Test results are increasingly being used to analyse policy, program, school, and teacher success, and they are being inappropriately used as 'educational gatekeepers' to make important decisions about students, teachers, schools, and school systems. This paper focuses on how standardized testing is becoming the mechanism that facilitates many questionable education practices that contribute to educational inequity.

Rendición de cuentas, Gestión educacional, Exámenes y diplomas, Alumnos/estudiantes, Comportamiento de los alumnos/estudiantes , Docentes, Comportamiento de los docentes
Canadá, Estados Unidos