ERIC Number: EJ1154050
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Dialogic Teaching to the High-Stakes Standardised Test?
Segal, Aliza; Snell, Julia; Lefstein, Adam
Research Papers in Education, v32 n5 p596-610 2017
Within current educational discourse, dialogic pedagogy is diametrically opposed to "teaching to the test", especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster dialogue in classrooms and to constructively manage the high-stakes standardised tests that are compulsory in so many schools. Drawing on an extended case study of dialogic teaching in one London primary school, we argue that while standardised testing is indeed an impediment to dialogic pedagogy, it does not follow that dialogue is impossible or undesirable within the testing context. By adopting an ironic stance towards the test, teachers can fulfil test preparation mandates while maintaining dialogic ideals and practices.
Descriptors: Foreign Countries, Teaching Methods, Dialogs (Language), High Stakes Tests, Standardized Tests, Test Preparation, Case Studies, Elementary Schools, Barriers, Classroom Communication, Ethnography, Discourse Analysis, Faculty Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)
Grant or Contract Numbers: N/A