What Can Be Known and How People Grow: The Philosophical Stakes of the Assessment Debate

Studies in Philosophy and Education 36 (5):499-515 (2016)
  Copy   BIBTEX


Fierce debates over standardized assessments in teacher preparation have revolved around flaws in implementation and the politics of privatization. While important, this focus obscures the philosophical divide between proponents and opponents of standardized assessments. This article examines how faculty in New York State argue for and against a controversial performance assessment for teacher candidates, the edTPA. Revealing the distinctive ways that teacher educators on opposing sides of this debate understand the nature of knowledge, human development, professionalism, and social justice clarifies what is at stake in debates over how to prepare teachers. Such clarification can deepen the discussion on how to evaluate learning and growth as well as enrich the conversation on how to protect the integrity of educational professions and practices.



    Upload a copy of this work     Papers currently archived: 74,594

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

The Validity of National Curriculum Assessment.Gordon Stobart - 2001 - British Journal of Educational Studies 49 (1):26 - 39.
The Magic of Psychology in Teacher Education.Lynn Fendler - 2012 - Journal of Philosophy of Education 46 (3):332-351.
Four Introductory Books in Ethics.Reshef Agam-Segal - 2010 - Teaching Philosophy 33 (4):399-408.
A Review of “Teacher Assessment and the Quest for Teacher Quality: A Handbook”. [REVIEW]Jacquelyn Benchik-Osborne - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (1):96-100.


Added to PP

31 (#374,135)

6 months
1 (#418,924)

Historical graph of downloads
How can I increase my downloads?

Author's Profile

Rachel Wahl
New York University

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references