background and literature review - unesco...
TRANSCRIPT
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BackgroundandLiteratureReview
UNESCOBangkok
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Overview1. Whatisthecultureoftesting?2. Theeffectsoftesting3. Whyisthereanemphasisonexaminations4. Examinationsasselection5. Highstakesassessmentassupportingpolicy6. Reliabilityofexternalassessments7. Simplifyingthenotionoflearning8. SocialandCulturalfactors9. Familystructure10. Students’attitudes11. Teacherpedagogy12. Narrowingofthecurriculum13. Educationequality- shadoweducation14. Riseoftestingmisconduct15. Reducingtheimpactoftesting16. Whatarewetryingtofindout?
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Whatisthecultureoftesting?
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Theeffectsofacultureoftesting
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Whyisthereanemphasisonexaminations?
Purposeofexaminations• Selection- Controllingaccesstodifferentlevels(generally
secondary)ofschoolingandtertiaryinstitutions.
• Certifying- Obtainingfurtherknowledgeandreportingonwhatastudenthasachieved.
• Accountability - Evaluatingtheeffectivenessofinstructionand/orschools.
UNESCO.2013.Asia- PacificSecondaryEducationSystemReviewSeriesNo.1:ExaminationSystems,unesdoc.unesco.org/images/0018/001878/187826e.pdf
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Examinations- Selection
Entrytosecondary
Endoflower
secondary
Endofupper
secondary
UNESCO.2013.Asia- PacificSecondaryEducationSystemReviewSeriesNo.1:ExaminationSystems,unesdoc.unesco.org/images/0018/001878/187826e.pdf
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High- stakesassessment-supportingpolicy
• Attachingahighstaketoanexaminationforcesteachersand
schoolstoadjusttheirteachingtoensureoptimalresultsin
thecontentbeingexamined.
• Testingmaybefuelledbycountries’effortstoreformtheir
educationsystems toreachso-called“international
standards”.
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Reliabilityandefficiencyofexternalassessment
• Externalhigh-stakesexaminationsareoftenseenasanobjectiveandequitablemechanismforassessinglearning(Kennedy,2016;Vaardingerbroek&Taylor,2009andTikoduadua,2014).
• Publicmistrustplacedonthereliabilityofteachers’judgment toassessstudent’sabilityaccurately(Chang,2004;Hau,2004citedinUNESCO,2013b;MadausandRussell,2010;IBM,2003,).
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Simplifiesthenotionoflearning
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SocialandCulturalfactorsCulturalheritagewithinAsia-Pacific•Confucianheritagecultures•ImperialChinesetraditionof‘Keju’
“…abelief,generallymorewidespreadthanmightbethecaseinothersocieties,thatsuccessdependsmoreoneffortthanon
innatecapacity,andhencethateveryonecansucceed,providedthatheorsheworkshardenough…” (Mason,2014,p.2)
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Understandingofculture
• GeerteHofstede’sstudy(1980)ondefiningculture.
“thecollectiveprogrammingofthemindthatdistinguishesthe
membersofonegrouporcategoryofpeoplefromothers.”
• ‘Collectivistapproach’&filialpiety
• Individualachievement=familyachievement
• LimitedresearchoncultureandtestinginthePacific
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Familystructure• Parentalexpectations– expansionofshadoweducation
• Chanceofsocialmobility- thewantformorefortheirchildren’sfuture,beyondthe‘factoryofthefarm’(Larmer,2014).
• ‘Tigerparenting’(Chua,2011).
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EffectsofacultureoftestingStudents’attitudes•Resultsofstudentexaminationshavebeenseenasundermining
studenthappiness(UNESCO,2016).
• Achievementwasdeterminantoftheirpersonalworthand
value(Wang&Brown,2014).
•Students’understandingofeducationisthefacilitatorfor
excellinginexaminations,ratherthanviceversa.
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Teacherpedagogy
Teacher’sroleandviewoftestingoftendeterminesthewaysinwhichtheyteach.
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Teachingtothetest
andareturntoteacher-centeredinstruction (Barret,2009;Polesel,Dulfer,&Turnbull,2012).
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Narrowingofthecurriculum• Internationalleaguestable- maynotbetheproblembutdoesinfluencepolicymakers.(Robinson&Aronica,2015).
• “ifyoutreasureit,measureit.Ifschoolsdonotmeasurethewell-beingoftheirchildrenbutdomeasuretheirintellectualdevelopment,thelatterwillalwaystakeprecedence” (Layard&Hagell,2015)
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EducationEquality- ShadowEducation
• Supplementaryeducationortutoringthatisprovidedoutsidetheparametersofschoolasabusinessenterprise(BrayandLykins,2012).
• Unfairadvantageforthosestudentswhocanaffordshadoweducation.(Bray,2007&Lee,2006)
• Undermining thevalidityandconfidencewithinmainstreamschooling(Bray,2009).
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Riseoftestingmisconduct• Integrity andpurposeofexaminationscanbecompromisedwhenthestakesarehighenough.
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Reducingtheimpactofhigh-stakestesting
• Movingtowardsauniversityadmissionsystemthatevaluatestheapplicantsinwaysthatarenotcapturedontertiaryentranceexams (NewYorkTimesEditorialBoard,2013).
• Adiagnosticassessmentsystemthatisdesignedtounderstandwhyastudentmakesaparticularselectionand howteacherscanremedythesemisconceptions(O’Dwyer&Miranda,2009citedinMadaus&Russell,2010).
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Whatarewetryingtofindout?• Aretherecommontraitsamongdifferentculturesandsocietieswhenitcomestothepressuresoftheseexams?
• Howdoyounglearnerscope withthesepressures?
• Whateffortsarebeingmadetoaddressthisincreasingpressure?