Standardisation and diversity in international assessments
Barking up the wrong tree
Bibliographic Data
| ID | 12905933 |
|---|---|
| Authors | César Guadalupe (0000-0002-2717-0814, University of the Pacific, corresponding author) |
| Year | 2017 |
| Volume | 58 |
| Issue | 3 |
| Pages | 326-340 |
| Publication date | 2017-06-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2017.1340319 |
| OpenAlex | W2629824857 |
| Language | EN |
| Citations received | 5 |
| References cited | 35 |
This article organises potential areas of criticism or challenges embedded in the design and administration of standardised assessments of learning levels in order to promote dialogue and research on educational assessments. The article begins by addressing debates around epistemological claims: issues that pertain to testing in general and issues that are particular to standardised testing. Then, it addresses some political attributes of international tests so as to situate the debates beyond feasibility, attributes and scope-related issues. The article claims that the field of education testing has identified a number of issues and challenges stemming from diversity, and has developed methods and procedures to address many of them. From this viewpoint, testing is just like any other domain of scientific enquiry. However, international assessments of learning outcomes are not necessarily, or primarily, scientific endeavours; they are political devices and therefore should be scrutinised considering scientific attributes as well as some political features that, even if intertwined with technicalities, go well beyond them. Thus, critiques of international assessments would be better framed if their political attributes are taken as organising principles of the criticism, alongside those elements that pertain to their technical attributes, since these are not incidental but deeply interlinked
Criticism · Diversity (politics · Engineering ethics · Epistemology · Field (mathematics · Order (exchange · Political science · Politics · Public relations · Scope (computer science · Sociology · Computer Science · Engineering · Global Education and Multiculturalism · Global Educational Policies and Reforms · Higher Education Learning Practices · Law
Adapting Educational and Psychological Tests for Cross-Cultural Assessment
Learning to Read Across Languages
Pisa 2012 Assessment and Analytical Framework
Pisa 2012 Technical Report
Pisa, Power, and Policy
Three Generations of DIF Analyses
The Language Factor in Mathematics Tests
Assessing the impact of planned social change
The Interpretation of Cultures
Globalising assessment
Governing by numbers
On the Method of Theoretical Physics
Anyone for Tennis? Social Class Differences in Children's Responses to National Curriculum Mathematics Testing
When Do Numbers Count? The Differential Impact of the Pisa Rating and Ranking on Education Policy in Germany and the US
A Realist Theory of Science
Globalization and the Growth of International Educational Testing and National Assessment
The limits of levels
Measuring the continuum of literacy skills among adults
The International Adult Literacy Survey
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |