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The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia
Assessment in Education: Principles, Policy & Practice ( IF 2.516 ) Pub Date : 2021-04-04 , DOI: 10.1080/0969594x.2021.1900775
Sophia Gorgodze 1 , Lela Chakhaia 2
Affiliation  

ABSTRACT

Trust in centralised high-stakes exams in Georgia has grown since 2005, when the introduction of nationwide standardised tests for university entry successfully eradicated the deep-rooted corruption in the admissions system. In 2011, another set of high-stakes exams were introduced for school graduation, resulting in a minimum of 12 exams for secondary school graduation and university entry. The examination system reform in 2019 was limited to abolishing the school graduation exams and reducing the number of university admission exams. Fewer exams instigated the fear of decrease in student motivation and the deterioration of learning outcomes among some stakeholders. This article describes how centralised high-stakes assessments have become an integral part of the education system, cites available evidence on their impact, accounts for recent changes, and argues that overreliance on centralised high-stakes exams is due to complex educational, political and social processes that make it difficult to transform the system.



中文翻译:

集中式高风险考试的使用和误用——佐治亚州的评估政策与实践

摘要

自 2005 年以来,格鲁吉亚对集中式高风险考试的信任度不断提高,当时全国性的大学入学标准化考试的引入成功地根除了招生系统中根深蒂固的腐败现象。2011 年,学校又推出了一套高风险的考试,中学毕业和大学入学考试至少需要 12 门。2019年考试制度改革仅限于取消学校毕业考试和减少大学入学考试数量。较少的考试激起了一些利益相关者对学生积极性下降和学习成果恶化的恐惧。本文描述了集中式高风险评估如何成为教育系统不可或缺的一部分,并引用了有关其影响的现有证据,

更新日期:2021-04-04
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