ERIC Number: EJ817627
Record Type: Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 41
Devising Inequality: A Bernsteinian Analysis of High-Stakes Testing and Social Reproduction in Education
Au, Wayne W.
British Journal of Sociology of Education, v29 n6 p639-651 Nov 2008
High-stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high-stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein's concept of the pedagogic device to explain how high-stakes tests operate as a relay in the reproduction of dominant social relations in education. This analysis finds that high-stakes tests, through the structuring of knowledge, actively select and regulate student identities, and thus contribute to the selection and regulation of students' educational success.
Descriptors: Testing, Standardized Tests, Educational Change, Foreign Countries, Correlation, High Stakes Tests, Achievement Gap
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States