Results 11 to 20 of about 249,593 (301)

Dialogic teaching to the high stakes standardized test? [PDF]

, 2016
Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high stakes standardized test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes ...
Lefstein, A, Segal, A, Snell, J
core   +1 more source

Re-Taking the Test [PDF]

, 2017
Application of Avital Ronnell's theory of the "test drive" to high-stakes standardized testing in K-12 ...
David Backer, Tyson Lewis
core   +1 more source

Construct-Oriented or Goal-Motivated? Interpreting Test Preparation of a High-Stakes Writing Test From the Perspective of Expectancy-Value Theory

Frontiers in Psychology, 2022
Of the many possible individual factors bearing on test preparation, one is how individuals’ motivational and cognitive perceptions affect test-driven preparation practices.
Shasha Xu
doaj   +1 more source

A critical validation of high-stakes testing: Lessons from the effect of high school exit exam policy on rigorous mathematics coursework in the United States

KEDI Journal of Educational Policy, 2021
This study examines the impact of the exit testing policy on students’ advanced-level course-taking in mathematics in the United States. Using three cohorts of a national dataset, we conducted a difference-in-difference model to reveal whether using high
Chungseo Kang, Hyunmyung Jo
doaj   +1 more source

Avoiding the Gaze of the Test: High Stakes Literacy Policy Implementation [PDF]

, 2017
This qualitative embedded case study documents the policy implementation of literacy assessment in a Texas urban high school, using Foucault’s theory of the panopticon to understand how teaching and learning were shaped by the state high-stakes exit exam.
Williamson, Thea
core   +1 more source

Market-oriented reforms and “high stakes” testing: Incentives and consequences

Cahiers de la Recherche sur l'Education et les Savoirs, 2005
This paper focuses on the use of “high stakes” tests and examinations, which by definition have serious consequences; high stakes tests are used in an attempt to raise standards and to evaluate school systems.
Anne West, Hazel Pennell
doaj   +1 more source

Performance Funding: Exam Results, Stakes, and Washback in Danish Schools

SAGE Open, 2022
High-stakes testing is meant to create a positive washback effect on student learning. Performance funding can raise stakes. However, it is not often used, and its washback is uncertain.
Per Nikolaj Bukh, Karina Skovvang Christensen, Morten Lund Poulsen   +2 more
doaj   +1 more source

Investigating Test Purpose Pluralism and Test Retrofitting in High-Stakes Language Proficiency Testing

Canadian Journal for New Scholars in Education, 2021
There is a lack of clarity in current language testing practices regarding test retrofitting and repurposing. While Newton (2017) advocates for the inclusion of multiple perspectives in new test design, many existing tests are used in cases that extend ...
Melissa McLeod
doaj  

Evaluating a high-stakes EFL speaking test: Teachers’ practices and views

Moderna Språk, 2019
In the present paper, teachers’ implementation practices and views of practicality regarding a paired speaking test, part of a high-stakes national test of English as a foreign language (EFL) in the Swedish upper secondary school, were investigated ...
Linda Borger
doaj   +1 more source

High School Exit Examinations: When Do Learning Effects Generalize? [PDF]

, 2005
This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that
Betts J., Bishop J.H., Bishop J.H., Bishop J.H., Bishop J.H., Bishop J.H., Carnoy M., Carnoy M., Center on Education Policy, Coleman J.S., Coleman J., Competitiveness Policy Council, Costrell R., Count me in, Dee T., Finn C.E., Fleming M., Fredericksen N., Gummere R., Hanushek E.A., Hanushek E.A., Hart Research Associates, Hess F., Jacobs B.A., Jencks C., Jurges H., Koretz D., Lee V.E., Linn R., Linn R.L., Loveless T., Mathews J., No small change., North Carolina Board of Education., North Carolina Board of Education., Organization of Economic Cooperation and Development (OECD), Powell A., Ravitch D., Resnick L., Rohwer W.D., Steinberg L., Takahira S., The teacher gap., Wossmann L., Wossmann L.   +44 more
core   +2 more sources