Assessment Reforms: High Stakes Testing and Knowing the Contents of Other People's Minds.
Assessment Reform in Education: Policy and Practice.
Springer, Amsterdam, pp. 155-164.
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||This is a single-authored chapter in a book. The argument I make in it is as follows. Two forms of knowledge can be identified (let us call them Ka and Kb). Ka represents those knowledge sets, skills, and dispositional states of a person, collectively known as capacities. Kb represents those knowledge sets, skills and dispositional states which allow this person to do well in tests, and in particular, high stakes tests. Ka and Kb have different characteristics. The argument will be made that if an education system introduces high stakes testing, that is, testing in which there are significant rewards attached to success in the test both for the individual and the institution in which she works, then there are two consequences. The first is that Kb becomes the dominant form of knowledge in the curriculum and the second is that Ka over time is transformed so that it becomes more like Kb, that is, it now has more of the characteristics of Kb rather than Ka. Psychometricians, who commonly conflate Ka and Kb, make a number of false assumptions about knowledge and its assessment, and this contributes to these two forms of knowledge becoming indistinguishable in the minds of test constructors, policy-makers and educational practitioners. [The book is contracted and will be published in December 2010.
||IOE Departments > Departments > Curriculum, Pedagogy and Assessment
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