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ERIC Number: EJ997712
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0332-3315
Finding Creativity and Flow in a High-Stakes Assessment Context
Hamilton, Eric R.
Irish Educational Studies, v32 n1 p109-117 2013
Remarks by the Minister for Education and Skills underscore the accountability that public institutions and the teaching profession carry for assuring the success of the nation's education enterprise. This article challenges assumptions about the nature of education that are critical to the accountability and testing regimens currently in favor internationally. While supportive of the goals of accountability systems, it argues that higher order pedagogies that reconcile competing historical trends between "progressive" and "back to basics" themes are very promising in an era of important new tools. These approaches include designing classroom ecosystems in ways that routinely elicit high performance and flow-like experiences in learning. Such designs, when successful, alter the terms of accountability and testing dialogues.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001