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High-Stakes Testing in Education: Value, fairness and consequences [Hardback]

Edited by , Edited by (Institute of Education, University of London, UK)
  • Formāts: Hardback, 154 pages, height x width: 246x174 mm, weight: 430 g, 3 Line drawings, black and white; 2 Illustrations, black and white
  • Izdošanas datums: 14-May-2014
  • Izdevniecība: Routledge
  • ISBN-10: 1138775568
  • ISBN-13: 9781138775565
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High-Stakes Testing in Education: Value, fairness and consequencesPalielināt
  • Formāts: Hardback, 154 pages, height x width: 246x174 mm, weight: 430 g, 3 Line drawings, black and white; 2 Illustrations, black and white
  • Izdošanas datums: 14-May-2014
  • Izdevniecība: Routledge
  • ISBN-10: 1138775568
  • ISBN-13: 9781138775565
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138775565.html
Keywords:
Eggen and Stobart present this critical examination of the value, psychology, and effectiveness of the proliferating phenomenon of high-stakes testing. The introduction presents a range of concerns with the practice and discusses the history of its development. Contributions then discuss its implementation and impact in a variety of locations including the former USSR, the Republic of Cyprus, Trinidad and Tobago, Australia, and South Africa. Interactions with public policy, gender, and class are explored. The penultimate chapter examines validity issues, finally leading into a case study in the Netherlands where measurement issues are the central topic of concern. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

High-stakes educational testing is a global phenomenon which is increasing in both scale and importance. Assessments are high-stakes when there are serious consequences for one or more stakeholders. Historically, tests have largely been used for selection or for providing a ‘licence to practise’, making them high-stakes for the test takers. Testing is now also used for the purposes of improving standards of teaching and learning and of holding schools accountable for their students’ results. These tests then become high-stakes for teachers and schools, especially when they have to meet externally imposed targets. More recent has been the emergence of international comparative testing, which has become high-stakes for governments and policy makers as their education systems are judged in relation to the performances of other countries.

In this book we draw on research which examines each of these uses of high-stakes testing. The articles evaluate the impact of such assessments and explore the issues of value and fairness which they raise. To underline the international appeal of high-stakes testing the studies are drawn from Australia, Africa, the Caribbean, Europe, former Soviet republics and North America. Collectively they illustrate the power of high-stakes assessment in shaping, for better or for worse, policy making and schooling.

This book was originally published as a special issue of Assessment in Education: Principles, Policy & Practice.

Citation Information vii
Notes on Contributors ix
1 High-stakes testing - value, fairness and consequences 1(6)
Gordon Stobart
Theo Eggen
2 The evolution of high-stakes testing at the school-university interface in the former republics of the USSR 7(20)
George Bethell
Algirdas Zabulionis
3 Unintended consequences of forced policy-making in high stakes examinations: the case of the Republic of Cyprus 27(18)
Iasonas Lamprianou
4 Differential outcomes in high-stakes eleven plus testing: the role of gender, geography, and assessment design in Trinidad and Tobago 45(20)
Jerome De Lisle
Peter Smith
Carol Keller
Vena Jules
5 The impact of high stakes testing: the Australian story 65(16)
Val Klenowski
Claire Wyatt-Smith
6 High-stakes testing in South Africa: friend or foe? 81(18)
Sarah Howie
7 Rethinking validation in complex high-stakes assessment contexts 99(18)
Martha J. Koch
Christopher DeLuca
8 Educational measurement issues and implications of high stakes decision making in final examinations in secondary education in the Netherlands 117(20)
P.W. van Rijn
A.A. Beguin
H.H.F.M. Verstralen
Index 137
Theo J.H.M. Eggen is Senior Research Scientist at the Psychometric Research Center of Cito and full professor of psychometrics at the University of Twente in the Netherlands. Consultancy and research on educational and psychometrical issues of test development are his main activities. His specializations are: item response theory, quality of tests, (inter)national assessment, and computerized adaptive testing. He has major experience as a consultant in educational measurement at Cito, at the university and internationally. He is author of research articles and chapters of textbooks. He is scientific director of the Research Center for Examinations and Certification (RCEC).



Gordon Stobart is Emeritus Professor of Education at the Institute of Education, University of London, UK, and a Senior Research Fellow at Oxford University, UK. He spent twenty years in policy-related environments and is a former editor of Assessment in Education: principles, policy and practice. His current work is on how experts learn and the implications for classroom teaching and learning. His most recent book is The Expert Learner Challenging the myth of ability (2014).