Background and Literature Review - UNESCO...

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Background and Literature Review UNESCO Bangkok

Transcript of Background and Literature Review - UNESCO...

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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?