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ERIC Number: EJ832214
Record Type: Journal
Publication Date: 2008-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1175-8708
Testing Like You Teach: The Challenge of Constructing Local, Ecologically Valid Tests
Whitehead, David
English Teaching: Practice and Critique, v7 n3 p10-25 Dec 2008
In an educational context, local, ecologically valid tests can reflect the use of literacy and thinking tools. These tests present a challenge to central, content-focused, high-stakes testing, and to transmission approaches to teaching. They require teachers to accept knowledge as a verb, and to design assessment protocols that reflect co-constructive ways of teaching. This article reports the outcome of praxis action research with middle and secondary school teachers who incorporated topic-appropriate literacy and thinking tools into their teaching. They also redesigned their local tests linked to high-stakes test protocols to reflect the use of these tools. A thematic analysis of observations and interviews suggests that this process impacted on the structural characteristics (mores) of the schools, and posed affective, cognitive and pedagogical challenges to teachers. (Contains 4 figures.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand