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ERIC Number: ED532554
Record Type: Non-Journal
Publication Date: 2011-Jan
Pages: 11
Abstractor: ERIC
Reference Count: 18
Teachers, Teaching and Public Education under Pressure. Notes
Froese-Germain, Bernie
Canadian Teachers' Federation (NJ1)
In this era of accountability-by-numbers, the elevated status accorded to large-scale external assessments such as the OECD's Programme for International Student Assessment (PISA) is symptomatic of a trend towards data-driven policy initiatives in education, and the need for regular sources of outcome data to constantly feed narrow indicators of accountability. Tying teacher evaluation and remuneration to test results is problematic on numerous levels, not least of which it reinforces a competitive spirit that undermines the collegiality among teachers that is so important in the creation of professional learning communities. This paper presents several perspectives on large-scale student assessments.
Canadian Teachers' Federation. 2490 Don Reid Drive, Ottawa, ON K1H 1E1, Canada. Tel: 866-283-1505; Tel: 613-232-1505; Fax: 613-232-1886; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Canadian Teachers' Federation
Identifiers - Location: Canada
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Program for International Student Assessment