High-Stakes Testing and the Default Philosophy of Education
Bibliographic Data
| ID | 4254526 |
|---|---|
| Authors | Michael G Gunzenhauser (0000-0003-1189-046X, corresponding author) |
| Year | 2003 |
| Volume | 42 |
| Issue | 1 |
| Pages | 51-58 |
| Publication date | 2003-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1353/tip.2003.0007 |
| OpenAlex | W4234379605 |
| Language | EN |
| Citations received | 13 |
| References cited | 8 |
In this article, the author argues that high-stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills. A default philosophy is defined as the vision of education that results from a lack of reflective, engaged dialogue among educators and school communities about their goals and practices. In the context of high-stakes testing, one predominant default philosophy results from an inordinate focus on the tests themselves. As has been shown in research studies throughout the United States, this creates a context in which conversations about the meaning and value of education cannot take place without performance on standardized tests taking center stage. Within this context, dialogue is more difficult, and other possible philosophies of education become harder to articulate and implement. When the default philosophy of education dominates in a school, school district, or state, the possibilities for improving education reform and innovation are limited
Context (archaeology · Engineering ethics · Epistemology · Higher education · Mathematics education · Meaning (existential · Pedagogy · Philosophy of education · Political science · Sociology · State (computer science · Value (mathematics · Computer Science · Education Discipline and Inequality · Educational Assessment and Improvement · Engineering · Law · Political theory and Gramsci · Pragmatism in Philosophy and Education · Psychology · Teacher Education and Leadership Studies
Care of the Self in a Context of Accountability
Disturbing the teacher’s role as assessor
Assessment leaders’ perspectives of institutional cultures of assessment
Inquiring Into the Possibilities of Multimodal Novel Study
A consequence of school grade labels
Unraveling the Myths of Accountability
What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature
Normalizing the Educated Subject
Towards initial teacher education quality
Managing Diversity Differently
The Examination of the Decline of Philosophy of Education with Institutional Theory
Critical Moments in Research and Use of Assessment
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,65 |
| Citation span | 2006 - 2025 (20) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |