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ERIC Number: EJ1232500
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0963-8253
EISSN: N/A
Learning as Mimicry, Teaching as Coerced Compliance: The Continuing Damage Caused by a High-Stakes Summative Testing Regime
Yarker, Patrick
FORUM: for promoting 3-19 comprehensive education, v61 n3 p427-436 2019
The requirement to ready pupils for high-stakes summative testing continues to undermine and baulk teachers as they try to act in line with their pedagogical principles. For some -- perhaps many -- practitioners this experience is increasingly insupportable and gives rise to profound inner conflict. Test readying promotes in pupils a necessary mimicry. This falsifies the relationship between teachers and pupils on which better kinds of learning depend.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A