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Evaluating the Global Testing Culture: A Response to Ramirez and Colleagues
Comparative Education Review ( IF 2.037 ) Pub Date : 2019-02-01 , DOI: 10.1086/701024
William C. Smith

The recently published article by Ramirez and colleagues (2018), “International Tests, National Assessments, and Educational Development (1970– 2012),” is unique in using panel data from more than four decades to evaluate the potential negative consequences of assessment. Central to their analysis is recent work on the global testing culture (Smith 2016a), demonstrated in the overarching research question, “Does a global testing culture dominate the global educational regime to the detriment of educational outcomes favored by most reformers and generally regarded as progress?” (Ramirez et al. 2018, 349). While acknowledging the presence of a global testing culture, the authors conclude that their findings “do not support these dire predictions” (344) of testing critics. Instead of negative outcomes, they find no relationship between the number of international and national assessments countries partake in and measures of secondary school enrollment and gender parity, and a positive association between international assessments and outcomes at the tertiary level. In addition, greater participation in international tests is related to more progressive content in social science textbooks. As a testing critic, I do not consider these findings at all surprising. While Ramirez and colleagues expand our understanding of world culture more generally, they do not effectively evaluate the concerns from those worried about the global testing culture. As I suggest in this response, the test categories and outcome variables chosen in this analysis fail to capture key parts of such arguments. In the following sections, I clarify the global testing culture and its associated critiques before suggesting fruitful areas for future research.

中文翻译:

评估全球测试文化:对拉米雷斯和同事的回应

Ramirez 及其同事最近发表的文章(2018 年)“国际测试、国家评估和教育发展(1970-2012 年)”在使用超过 40 年的面板数据来评估评估的潜在负面后果方面是独一无二的。他们分析的核心是最近关于全球测试文化的工作(Smith 2016a),在总体研究问题中得到了证明,“全球测试文化是否主导了全球教育制度,损害了大多数改革者所青睐的教育成果,并且通常被视为进步? ?” (拉米雷斯等人,2018 年,349)。作者承认全球测试文化的存在,但得出的结论是,他们的发现“不支持这些测试批评家的可怕预测”(344)。而不是消极的结果,他们发现参与国际和国家评估的国家数量与中学入学率和性别均等的衡量标准之间没有任何关系,而国际评估与高等教育成果之间存在正相关关系。此外,更多地参与国际测试与社会科学教科书中更先进的内容有关。作为测试评论家,我并不认为这些发现令人惊讶。虽然拉米雷斯及其同事更广泛地扩展了我们对世界文化的理解,但他们并没有有效地评估那些担心全球测试文化的人的担忧。正如我在此回复中所建议的那样,本分析中选择的测试类别和结果变量未能捕捉到此类论点的关键部分。在以下部分中,
更新日期:2019-02-01
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