scholarly journals DEUTSCH IN DER WIRTSCHAFT (WIDAF®) – STANDARDIZOVANÁ ZKOUŠKA Z ODBORNÉHO JAZYKA SE ZAMĚŘENÍM NA HOSPODÁŘSKOU NĚMČINU NA EKONOMICKÉ FAKULTĚ TECHNICKÉ UNIVERZITY V LIBERCI (TUL)

ACC Journal ◽  
2021 ◽  
Vol 27 (3) ◽  
pp. 40-51
Author(s):  
Helena Neumannová ◽  
Irena Vlčková
Keyword(s):  
Standardized Examinations

The article presents various types of standardized examinations and provides more detailed information on the German in der Wirtschaft (WiDaF®) Business German examination. Based on the data obtained over a period of several years during which the WiDaF® examinations have been organized at TUL, the paper deals with the evaluation of the overall results of this examination as well as its individual parts. The data obtained are a valuable indicator of students’ knowledge as well as its deficiencies, and have been taken into account in updating the curricula.

How Social Numbers Are Made Valid

2020 ◽  
pp. 33-48
Author(s):  
Theodore M. Porter
Keyword(s):  
Natural Science ◽  
Economic Life ◽  
Bottom Line ◽  
The People ◽  
The World ◽  
Standardized Examinations ◽  
A Company ◽  
Life Work ◽  
Administrative Actions

This chapter explains that, as with the methods of natural science, the quantitative technologies used to investigate social and economic life work best if the world they aim to describe can be remade in their image. Numbers alone never provide enough information to make detailed decisions about the operation of a company. Their highest purpose is to instill an ethic. Measures of profitability — measures of achievement in general — succeed to the degree they become “technologies of the soul.” They provide legitimacy for administrative actions, in large part because they provide standards against which people judge themselves. Grades in school, scores on standardized examinations, and the bottom line on an accounting sheet cannot work effectively unless their validity, or at least reasonableness, is accepted by the people whose accomplishments or worth they purport to measure. When it is, the measures succeed by giving direction to the very activities that are being measured. In this way, individuals are made governable; they display what Foucault called governmentality. Numbers create and can be compared with norms, which are among the gentlest and yet most pervasive forms of power in modern democracies.

Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student

2019 ◽  
Vol 52 (6) ◽  
pp. 847-871
Author(s):  
Shana Sanam Khan
Keyword(s):  
Middle Class ◽  
Standardized Testing ◽  
Minority Students ◽  
Minority Student ◽  
Entrance Examination ◽  
Aptitude Testing ◽  
Bilingual Student ◽  
White Middle Class ◽  
Who Code ◽  
Standardized Examinations

Standardized testing is an applauded system of testing due to the uniformity that it offers. The idea is that in standardized testing, because every student is being asked exactly the same question and each question has only one specific answer, standardized examinations are neutral, value free, and exonerated from the subjectivity that an examiner or teacher may inhibit. The reality is far from it. Using a Foucauldian panoptic perspective and focusing on what is known as the aptitude or entrance examination, I argue that standardized examinations are designed in such a way that bilingual and minority students shall not score on par with their monolingual majority counterparts. The questions are designed in such a way that those students who code switch (due to bilingualism) are placed at a disadvantage. Similarly, the culture represented in the examination is White middle class, hence making the examination relatively more difficult for minority students.

scholarly journals Postsecondary Entrance Examinations in Nigeria: A Critical Analysis of the Design and Predictive Validity of the Tripartite Assessment System

2021 ◽  
Vol 10 (1) ◽  
pp. 70-86
Author(s):  
Monsurat Omobola Raji
Keyword(s):  
Predictive Validity ◽  
Assessment System ◽  
Current Status ◽  
Prospective Students ◽  
Design Features ◽  
Admission Process ◽  
Entrance Examinations ◽  
Post Secondary ◽  
Job Roles ◽  
Standardized Examinations

Admission into post-secondary education requires the fulfillment of specific standards or criteria by prospective candidates. Criteria include, but are not limited to, standardized examinations, resumes, intent statements, tests, interviews, etc. In Nigeria, prospective students must pass three examinations as part of the admission process into post-secondary programs. Reports suggest these examinations lack the best design features and have very low predictive validity in student success in post-secondary programs and their job roles after graduation. This paper critically evaluates the design features of SSCE, UTME, and PUTME in the context of Nigeria and their predictive validity towards student learning and success as graduates. Implications of the Nigerian post-secondary entrance assessment system are discussed. Recommendations are offered from two jurisdictional models to improve the current status of the tripartite post-secondary entrance assessment system in Nigeria.

scholarly journals The Impact of ICT Integration on Learning Achievements: The Future of Standardized Tests in Assessment

2020 ◽  
Vol 2 (2) ◽  
pp. p27
Author(s):  
Habib Allah Soleman
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
National Level ◽  
Project Based Learning ◽  
Significant Shift ◽  
Ict Integration ◽  
Oecd Pisa ◽  
The Impact ◽  
Standardized Examinations ◽  
State Examination

The present article discusses the impact of the ICT integration in teaching and learning upon students learning achievements in the context of assessment challenges following the shift in curriculum for the 21st century skills, having introduced the interdisciplinary pedagogy and subsequent new demands for evaluation. In particular, the author relates to the recent abolition of the Meitzav State Examination in Israel. The abolition of the exam, which was extensively criticized in the Israeli media, which marked a significant shift in attitude towards standardized examinations and challenged the accuracy of assessing learning achievement on the national level, as compared to international criteria and standards (OECD/PISA). The author addresses further challenges of assessing the 21st competencies of interdisciplinary and project-based learning, while juxtaposing them to the formal traditional ways of assessment, such as Meitzav.

scholarly journals Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

2021 ◽  
pp. 65-82
Author(s):  
Gabriela Alonso-Yanez ◽  
Armando Paulino Preciado-Babb ◽  
Barbara Brown ◽  
Sharon Friesen
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
Low Income ◽  
Leadership Practices ◽  
Linguistically Diverse ◽  
School Systems ◽  
Urban Centre ◽  
Complexity Thinking ◽  
Leadership Research ◽  
Standardized Examinations

The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

The Way It's Going

2017 ◽  
pp. 1-23
Author(s):  
Brian Charles Charest
Keyword(s):  
Education Research ◽  
Education Reform ◽  
Policy Makers ◽  
Post Colonial ◽  
Policy Paradigm ◽  
The Us ◽  
Colonial Theory ◽  
Standardized Examinations ◽  
The Relationship ◽  
The Way

In this chapter the author argues that those concerned with the “the way it's going” in public education can learn much from post-colonial theory about the relationship between education research and assessment technologies and education reform policy, curriculum development, and knowledge formation. The author argues that current neoliberal education reform in the US can best be understood through the frame of neocolonialism, where schools and communities take the shape of internal colonies, where teachers, students, and parents have little or no say about the technologies, curricula, and standardized examinations foisted upon them. Education research that supports the current policy paradigm largely benefits researchers, corporations, and policy makers, while ignoring the effects of such policies on students, teachers, and local communities. Such practices, the author suggests, are rooted in a type of colonial thinking and acting that have been rearticulated through the prevailing logic of neoliberalism.

Testing

Overwhelmed ◽  
2019 ◽  
pp. 165-222
Author(s):  
Maurice S. Lee
Keyword(s):  
Charles Dickens ◽  
Louisa May Alcott ◽  
Anthony Trollope ◽  
Current Crisis ◽  
Fanny Fern ◽  
Normal Schools ◽  
Quantitative Metrics ◽  
Victorian Period ◽  
Standardized Examinations ◽  
Charlotte Yonge

This chapter sets aside questions of textual excess to discuss mass assessments and the production of literary knowledge or literary information. As the rise of liberal meritocracy in the Victorian period increasingly required bureaucratic impersonality and quantitative metrics, standardized literature tests negotiated between aesthetics and information during the formation of literary studies as a discipline. Literature exams from normal schools, the British Civil Service, and the US Bureau of Indian Affairs reflect broader controversies over what constitutes literary knowledge and whether it can be systematically assessed. Such concerns involve epistemological problems, as well as social questions. Race, gender, and class inflect depictions of standardized examinations in novels by Charles Dickens, Emily Brontë, Anthony Trollope, Fanny Fern, Frank Webb, Charlotte Yonge, Louisa May Alcott, and others. These and other texts anticipate aspects of the current crisis in the humanities—accountability through testing, the corporatization of education, and the instrumental value of the literary.

A 60-year dysfunctional relationship: How and why curriculum and assessment in fine art in England have always been problematic and still are

2019 ◽  
Vol 18 (2) ◽  
pp. 171-185
Author(s):  
Nicholas Houghton
Keyword(s):  
Fine Art ◽  
Art Practice ◽  
New Paradigm ◽  
Interdisciplinary Practice ◽  
Core Set ◽  
National Examinations ◽  
The 1960S ◽  
The One ◽  
Standardized Examinations ◽  
Art Schools

This article gives a brief account of the last 60 years of fine art in English art schools, concentrating on the curriculum and assessment only. Sixty years ago, there were national examinations and teachers taught to the test. The main causes of changes to assessment and curriculum were policy decisions of the 1960s, which abolished national examinations. This was followed a decade later by the need to accommodate post-Duchampian art practice. This new paradigm of fine art placed an emphasis on criticality, information and interdisciplinary practice with a reduced role for self-expression, formalism and traditional skills. The challenge this offered to the curriculum was that there was no longer any core set of skills or knowledge that all students need to learn. This has come up against higher education sector requirements to provide a detailed description of what all students should learn and against which they are assessed. Behind this intractable contradiction lies a clash of two incompatible world-views: the one interpretive within fine art and the other positivist held by those who determine assessment policy. A consequence of the ubiquitous adoption of these assessment regimes and the pressures of marketization is that teaching to the test is once again becoming the norm, albeit without standardized examinations.

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