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ERIC Number: EJ1101675
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0958-5176
Visibility and Differentiation: Systemic Testing in a Developing Country Context
Hoadley, Ursula; Muller, Johan
Curriculum Journal, v27 n2 p272-290 2016
Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low socio-economic status (SES) schools in the Western Cape, South Africa. The paper shows that teachers and school managers have an ambivalent attitude to tests, wary of the reputational costs they can incur, but also curious about the differentiated picture test results can give them as they learn to "read" the underlying codes embedded in the results. The paper concludes that a focus on what tests make visible and a recognition of the pedagogic agency of teachers points to potential pedagogic benefits of systemic tests.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education; Grade 4; Intermediate Grades; Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study