NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000025
Record Type: Journal
Publication Date: 2013-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0018-1560
High-Rank Stakeholders' Perspectives on High-Stakes University Entrance Examinations Reform: Priorities and Problems
Kiany, Gholam Reza; Shayestefar, Parvaneh; Samar, Reza Ghafar; Akbari, Ramin
Higher Education: The International Journal of Higher Education and Educational Planning, v65 n3 p325-340 Mar 2013
A steady stream of studies on high-stakes tests such as University Entrance Examinations (UEEs) suggests that high-stakes tests reforms serve as the leverage for promoting quality of learning, standards of teaching, and credible forms of accountability. However, such remediation is often not as effective as hoped and success is not necessarily ensured. As reasons for such a failure were mostly studied after implementation or at completion phase of a reformed test, i.e., a-posteriori scrutinies, there remain theoretical and analytical gaps regarding policy/planning phase, i.e., a-priori explorations. To contribute toward ameliorating this problem, the present study, based on in-depth interviews with 14 policymakers and proponents of the UEEs reform, detailed their conceptualization of this change in terms of the underlying policies, prospects, and perspectives. The analysis came up with three major frameworks: "conceptual image of the intended impacts", "paradigm shift from psychometrics traditions to edumetrics culture", and "ulterior challenges of transition". The analytic glance further provided corroborating links to two global perspectives on assessment: political and technological perspectives. The findings are suggestive that the technological challenges of the current change intersect with the policies that still envisage the same "selecting function" for the UEE's alternative. This would thwart the success rate of the ideals or desirable changes aimed by the "directing function" of this reform. The a-priori planning analysis is, thus, noteworthy given that it becomes a terrain for examining the formulated policies and the intended practices, and for evidencing how policy influences and is influenced by the reals of practice.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A