Results for 'High-stakes testing'

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  1.  37
    High stakes testing and the structure of the mind: A reply to Randall Curren.Andrew Davis - 2006 - Journal of Philosophy of Education 40 (1):1–16.
    Abstract‘High stakes testing’ is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my The Limits of Educational Assessment against the legitimacy of high stakes testing. In this reply I contend that some of the arguments he identifies (...)
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  2.  91
    Collateral Damage: How High-Stakes Testing Corrupts America's Schools.Sharon L. Nichols, David C. Berliner & Nel Noddings - 2007 - Harvard Education Press.
    Drawing on their extensive research, Nichols and Berliner document and categorize the ways that high-stakes testing threatens the purposes and ideals of the American education system. For more than a decade, the debate over high-stakes testing has dominated the field of education. This passionate and provocative book provides a fresh perspective on the issue and powerful ammunition for opponents of high-stakes tests. Their analysis is grounded in the application of Campbell’s Law, which (...)
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  3. Legislating competence: High-stakes testing policies and their relations with psychological theories and research.Richard M. Ryan & Kirk W. Brown - 2005 - In Andrew J. Elliot & Carol S. Dweck (eds.), Handbook of Competence and Motivation. The Guilford Press. pp. 354--372.
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  4. Let them eat tests: High-stakes testing and educational equity.K. Jones & B. L. Whitford - 2002 - Journal of Thought 37 (4):35-50.
     
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  5.  10
    How Do Men and Women Perceive a High-Stakes Test Situation?Julia E. M. Leiner, Thomas Scherndl & Tuulia M. Ortner - 2018 - Frontiers in Psychology 9.
    The results of some high-stakes aptitude tests in Austria have revealed sex differences. We suggest that such discrepancies are mediated not principally by differences in aptitudes, skills, and knowledge but gender differences in test takers’ perceptions of the test situation. Furthermore, previous research has indicated that candidates’ evaluations of the fairness of the testing tool are of great importance from an institutional point of view because such perceptions are known to influence an organization’s attractiveness. In this study, (...)
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  6.  90
    The testing culture and the persistence of high stakes testing reforms.Michele S. Moses & Michael J. Nanna - 2007 - Education and Culture 23 (1):55-72.
    : The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the (...)
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  7.  15
    A Review of “High-Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education”. [REVIEW]Brian D. Barrett & Rob Moore - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (1):90-94.
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  8.  30
    Dewey, Bruner, and" Seas of Stories" in the High Stakes Testing Debate.Kristen Campbell Wilcox - 2003 - Education and Culture 19 (1):4.
  9.  1
    Standardized Quantitative Learning Assessments and High Stakes Testing: Throwing Learning Down the Assessment Drain.Matthey J. Hayden - 2011 - Philosophy of Education 67:177-185.
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  10.  12
    ‘Solidarity, Sisters! We’re All Crazy’: The Moral Madness of Opting Out of High-Stakes Testing.Stephanie Schroeder, Elizabeth Currin & Todd McCardle - 2020 - Educational Studies 56 (4):347-365.
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  11.  9
    Measurement Invariance and Differential Item Functioning Across Gender Within a Latent Class Analysis Framework: Evidence From a High-Stakes Test for University Admission in Saudi Arabia.Ioannis Tsaousis, Georgios D. Sideridis & Hanan M. AlGhamdi - 2020 - Frontiers in Psychology 11.
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  12.  57
    High Stakes and Acceptance Behavior in Ultimatum Bargaining.Bertrand Munier & Costin Zaharia - 2002 - Theory and Decision 53 (3):187-207.
    This paper presents the results of a within-subject experiment testing whether an increase in the monetary stakes by a factor of 50 – which had never been done before – influences individual behavior in a simple ultimatum bargaining game. Contrary to current wisdom, we found that lowest acceptable offers stated by the responder are proportionally lower in the high-stake condition than in the low-stake condition. This result may be interpreted in terms of the type of utility functions (...)
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  13.  17
    Gender differences in high-stakes maths testing. Findings from Poland.Alicja Zawistowska - 2017 - Studies in Logic, Grammar and Rhetoric 50 (1):205-226.
    The present research investigates gender gaps in the results of secondary school exit exams in mathematics in Poland in 2015. The analysis shows that, in the basic level exam, males are highly overrepresented at the upper end of the score distribution. The same pattern did not exist in the extended-level Matura. Two explanations are offered here. The differences are driven by gender self-selection in high school programs. Students who decide on maths-related tracks have more maths lessons than other students. (...)
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  14.  8
    Construct-Oriented or Goal-Motivated? Interpreting Test Preparation of a High-Stakes Writing Test From the Perspective of Expectancy-Value Theory.Shasha Xu - 2022 - Frontiers in Psychology 13.
    Of the many possible individual factors bearing on test preparation, one is how individuals’ motivational and cognitive perceptions affect test-driven preparation practices. This study reports an investigation into test preparation of a high-stakes writing test from the perspective of expectancy-value theory. Undergraduate students on their test preparation for the writing tasks of China’s Graduate School Entrance English Examination were recruited voluntarily from 11 universities in mainland China. The perceptions of GSEEE test takers, which included goal, task value, task (...)
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  15.  23
    Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context.Selina McCoy & Delma Byrne - forthcoming - British Journal of Educational Studies.
    This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to (...)
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  16.  69
    Probing the improbable: Methodological challenges for risks with low probabilities and high stakes.Toby Ord, Rafaela Hillerbrand & Anders Sandberg - 2010 - Journal of Risk Research 13:191-205.
    Some risks have extremely high stakes. For example, a worldwide pandemic or asteroid impact could potentially kill more than a billion people. Comfortingly, scientific calculations often put very low probabilities on the occurrence of such catastrophes. In this paper, we argue that there are important new methodological problems which arise when assessing global catastrophic risks and we focus on a problem regarding probability estimation. When an expert provides a calculation of the probability of an outcome, they are really (...)
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  17.  17
    Book Review: Post-Truth 2.0: The High Stakes of Testing Truth Claims. [REVIEW]Raphael Sassower - 2023 - Philosophy of the Social Sciences 53 (3):239-248.
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  18.  6
    The Benefits of Meeting Key Grade Thresholds in High-Stakes Examinations. New Evidence From England.John Jerrim - 2023 - British Journal of Educational Studies 71 (1):5-28.
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  19.  48
    Testing Resistance: Busno‐cratic power, standardized tests, and care of the self.Cris Mayo - 2005 - Educational Philosophy and Theory 37 (3):357–363.
    I will argue in what follows, following the insights of James Marshall on busno‐cratic power, that resistance to this new power is already well underway, and that this resistance is potentially problematic and potentially transgressive 1 . The self is not only a chooser in busno‐cratic land, it is also re‐commodifying itself and in so doing, beginning to struggle at the limits of its commodified situation. I will argue that commodified selves, as much as they are constrained, are also potent (...)
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  20.  24
    An Evaluation of the Impact of End-Of-Course Exams and Act-Qualitycore on U.S. History Instruction in a Kentucky High School.Rebecca G. W. Mueller & Lauren M. Colley - 2015 - Journal of Social Studies Research 39 (2):95-106.
    The growth of high-stakes testing in state accountability systems necessitates further examination of their impact on stakeholders. Prompted by broader state-level reform in Kentucky, this evaluation aims to provide insight into a new accountability system's effect on social studies teachers. Using a goal-free evaluation model and case study design, the researchers examined the content and instructional decisions made by a group of U.S. history teachers in response to a new end-of-course exam designed by ACT-QualityCore. The evaluation incorporated (...)
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  21.  21
    Literacy as a tool of civic education and resistance to power.Ol’ga Zápotočná - 2012 - Human Affairs 22 (1):17-30.
    This paper discusses literacy as a socio-political phenomenon from the perspective of several relatively independent educational discourses. The first is critical education theory and research revealing the hidden mechanisms by which education policies act in the interests of a global market economy. The second is the perspective of critical pedagogy scholars on contemporary educational challenges, who offer responses similar to those discussed in current discourse on informal civic education. The third is the heated discussion of high-stakes literacy (...) (related to OECD literacy studies such as PISA, IALS, etc.) the results of which are used as a source of argumentation for diverse attitudes and educational consequences. Based on an analysis of literacy theory, research on active citizenship and civic education, the term “civic literacy” is proposed and argued as a relevant conceptual frame for conceptualizing school as an institution which can be involved in resistance to all forms of power politics or ideological indoctrination and manipulation, while at the same time, respecting the traditional values and aims of general education. (shrink)
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  22. Gender differential item functioning analysis of the University of Tehran English Proficiency Test.Enayat A. Shabani - 2010 - Research in Contemporary World Literature 56 (14):89-108.
    The University of Tehran English Proficiency Test (UTEPT) is a high-stakes entrance examination taken by more than 10,000 master’s degree holders annually. The examinees’ scores have a significant influence on the final decisions concerning admission to the University of Tehran Ph.D. programs. As a test validation investigation, the present study, which is a bias detection research in nature, utilized multistep logistic regression (LR) procedure to examine the presence of gender differential item functioning (DIF) in the UTEPT with a (...)
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  23.  18
    Testing Resistance: Busno‐cratic power, standardized tests, and care of the self.Cris Mayo - 2005 - Educational Philosophy and Theory 37 (3):357-363.
    I will argue in what follows, following the insights of James Marshall on busno‐cratic power, that resistance to this new power is already well underway, and that this resistance is potentially problematic and potentially transgressive (in Marshall's words ‘a reflective reconstitution’). The self is not only a chooser in busno‐cratic land, it is also re‐commodifying itself and in so doing, beginning to struggle at the limits of its commodified situation. I will argue that commodified selves, as much as they are (...)
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  24.  8
    Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance.Anett Wolgast, Nico Schmidt & Jochen Ranger - 2020 - Frontiers in Psychology 11.
    Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and (...)
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  25.  16
    The Associations of Teacher Professional Characteristics, School Environmental Factors, and State Testing Policy on Social Studies Educators’ Instructional Authority.Hyeri Hong & Gregory E. Hamot - 2015 - Journal of Social Studies Research 39 (4):225-241.
    Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression (...)
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  26.  39
    Connected Learning and the Foundations of Psychometrics: A Rejoinder.Randall Curren - 2006 - Journal of Philosophy of Education 40 (1):17-29.
    This paper continues an exchange between its author and Andrew Davis. Part I addresses the attribution and ontological status of mental constructs and argues that philosophical work on these topics does not undermine high stakes testing. Part II examines the significance for testing of the connectedness of meaningful learning. Part III addresses the high stakes in high stakes testing in connection with the risk entailed by limited scoring reliability. It concludes that (...)
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  27.  20
    The Logics of Good Teaching in an Audit Culture: A Deleuzian analysis.Greg Thompson & Ian Cook - 2013 - Educational Philosophy and Theory 45 (3):243-258.
    This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning ‘good teaching’. Using Deleuze’s concepts of series, (...)
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  28.  17
    Is it really possible to test all educationally significant achievements with high levels of reliability?Andrew Davis - 2015 - Ethics and Education 10 (3):372-379.
    PISA claims that it can extend its reach from its current core subjects of Reading, Science, Maths and problem-solving. Yet given the requirement for high levels of reliability for PISA, especially in the light of its current high stakes character, proposed widening of its subject coverage cannot embrace some important aspects of the social and aesthetic world. Verdicts on the latter often have holistic features, and there are dangers that such verdicts involve attempts to compare what cannot (...)
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  29.  16
    Impact of a High School Graduation Examination on Social Studies Teachers' Instructional Practices.Kenneth E. Vogler - 2005 - Journal of Social Studies Research 29 (2):19-33.
  30.  16
    A DBQ in a Multiple-Choice World: A Tale of two Assessments in a Unit on the Byzantine Empire.Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett & David Hicks - 2019 - Journal of Social Studies Research 43 (3):199-214.
    This case study explored how a teacher, Mr. Smith, and his students experienced a mandated performance assessment while simultaneously preparing for an end of the year high-stakes, multiple-choice assessment. We employed qualitative research methods to examine how the teacher enacted a mandated performance assessment during a unit on Byzantium and how students described their learning and classroom experiences from the unit. Drawing on Grant's idea of ambitious teaching and learning of history and Ball's work on policy realization, analysis (...)
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  31. Can Virtue be Measured?Randall R. Curren & Randall Curren & Ben Kotzee - 2014 - Theory and Research in Education 3 (12):266-283.
    This paper explores some general considerations bearing on the question of whether virtue can be measured. What is moral virtue? What are measurement and evaluation, and what do they presuppose about the nature of what is measured or evaluated? What are the prospective contexts of, and purposes for, measuring or evaluating virtue, and how would these shape the legitimacy, methods, and likely success of measurement and evaluation? We contrast the realist presuppositions of virtue and measurement of virtue with the behavioral (...)
     
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  32.  10
    Imperfect models, imperfect conclusions: An exploratory study of multiple-choice tests and historical knowledge.Gabriel A. Reich - 2013 - Journal of Social Studies Research 37 (1):3-16.
    This article explores the extent to which multiple-choice history/social studies exams measure student knowledge of social studies content. This article presents descriptive statistics that quantify the findings from a qualitative study. Data for this study were collected from 13 tenth-grade world history students in an urban classroom in New York State. Each participant answered 15 multiple-choice questions that had appeared on previous versions of the Global History and Geography Regents exam, the high-stakes exam they would have to take (...)
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  33.  4
    Teaching Presence vs. Student Perceived Preparedness for Testing in Higher Education Online English Courses During a Global Pandemic? Challenges, Tensions, and Opportunities.Ronald Morales, Mónica Frenzel & Paula Riquelme Bravo - 2022 - Frontiers in Psychology 13.
    In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within (...)
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  34.  53
    Scoring and keying multiple choice tests: A case study in irrationality. [REVIEW]Maya Bar-Hillel, David Budescu & Yigal Attali - 2005 - Mind and Society 4 (1):3-12.
    We offer a case-study in irrationality, showing that even in a high stakes context, intelligent and well trained professionals may adopt dominated practices. In multiple-choice tests one cannot distinguish lucky guesses from answers based on knowledge. Test-makers have dealt with this problem by lowering the incentive to guess, through penalizing errors (called formula scoring), and by eliminating various cues for outperforming random guessing (e.g., a preponderance of correct answers in middle positions), through key balancing. These policies, though widespread (...)
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  35.  17
    State-Anxiety and Academic Burnout Regarding University Access Selective Examinations in Spain During and After the COVID-19 Lockdown.Antonio Fernández-Castillo - 2021 - Frontiers in Psychology 12.
    Coping with assessment tests are known to generate anxiety frequently in the students who face them. In academic circumstances with the continued presence of emotional disturbance, high demand, and stress, emotional and physical fatigue, typical of burnout syndrome, and can be detected. Anxiety and burnout are related to each other and even more closely in high-stakes tests. One of these tests is the examination imposed in Spain for access to the university. The objective of this work is (...)
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  36. The Ethics of Routine HIV Testing: A Respect-Based Analysis.Thaddeus Metz - 2005 - South African Journal on Human Rights 21 (3):370-405.
    Routine testing is a practice whereby medical professionals ask all patients whether they would like an HIV test, regardless of whether there is anything unique to a given patient that suggests the presence of HIV. In three respects I aim to offer a fresh perspective on the debate about whether a developing country with a high rate of HIV infection morally ought to adopt routine testing. First, I present a neat framework that organises the moral issues at (...)
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  37.  24
    The Significance of Dewey's Democracy and Education for 21st-Century Education.E. Mason Lance - 2017 - Education and Culture 33 (1):41-57.
    This paper explores Dewey's landmark book Democracy and Education1 and the insights it holds for 21st-century education. Regarding the term "21st-century education," Alfie Kohn aptly notes that "we can take whatever objectives of teaching strategies we happen to favor and, merely by attaching a label that designates a future time period, endow them and ourselves with an aura of novelty and significance."2 The intention of this paper is to re-appropriate this term from two groups that tend to employ it. The (...)
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  38.  57
    Community of Infancy: Suspending the Sovereignty of the Teacher's Voice.Igor Jasinski & Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (4):538-553.
    While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...)
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  39.  10
    The Educated Subject and the German Concept of Bildung: A Comparative Cultural History.Rebekka Horlacher - 2015 - Routledge.
    German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of _Bildung_, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, _Bildung_ is now being recognized in current discussions of education issues such as standardization, teaching to the test, evidence-based (...)
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  40.  34
    Dialogic Teaching and Moral Learning: Self‐critique, Narrativity, Community and ‘Blind Spots’.Andrea R. English - 2016 - Journal of Philosophy of Education 50 (2):160-176.
    In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue (...)
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  41.  7
    The Opportunity Gap: Achievement and Inequality in Education.Carol DeShano da Silva, James Philip Huguley, Zenub Kakli & Radhika Rao (eds.) - 2007 - Harvard Educational Review.
    _The Opportunity Gap_ aims to shift attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity. The achievement gap looms large in the current era of high-stakes testing and accountability. Yet questions persist: Has the accountability movement—and attendant discussions on the achievement gap—focused attention on the true sources of educational failure in American schools? Do we need to look beyond classrooms and schools for credible (...)
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  42.  82
    The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom.Gina Schouten - 2015 - Hypatia 30 (2):450-466.
    According to Stereotype Threat Hypothesis, fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high-stakes testing scenarios in science, technology, engineering, and math courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math-intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In (...)
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  43.  7
    School: why would anyone do that to kids?Jeff Gregg - 2021 - Lanham, Maryland: Hamilton Books, an imprint of The Rowman & Littlefield Publishing Group.
    Within the overarching framework of considering the purpose of education, this book addresses issues such as the standards movement, high-stakes testing and accountability, and corporate education reform. It raises ethical questions related to school practices and considers the question of who should decide the purpose of education.
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  44.  15
    Dropouts in America: Confronting the Graduation Rate Crisis.Gary Orfield - 2004 - Harvard Education Press.
    Only half of our nation's minority students graduate from high school along with their peers. For many groups—Latino, black, or Native American males—graduation rates are even lower. As states hasten to institute higher standards and high-stakes tests in the effort to raise student achievement, this situation is likely to worsen, particularly among minority students. Yet this educational and civil rights crisis remains largely hidden from public view. The dropout problem is far worse than statistics indicate. Many states (...)
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  45.  22
    Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera?Harry Torrance - 2011 - British Journal of Educational Studies 59 (4):459-485.
    Internationally, over the last 20-30 years, changing the procedures and processes of assessment has come to be seen, by many educators as well as policy-makers, as a way to frame the curriculum and drive the reform of schooling. Such developments have often been manifested in large scale, high stakes testing programmes. At the same time educational arguments have been made about the need to provide students with good quality formative feedback, and informative reports about what they have (...)
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  46.  56
    The Pedagogical Function of Art as Interpretation.Tyson E. Lewis - 2016 - Journal of Aesthetic Education 50 (2):57-71.
    Today, art and education have precarious statuses. Arts programs are being cut from the curriculum at an alarming rate. While the No Child Left Behind Act of 2001 acknowledged the arts as a core academic subject, the arts were quickly eclipsed by the push toward quantifiable improvements on standardized tests. How should art educators respond to this urgent situation? While some might retreat back to an art-for-art’s-sake perspective, others find new justifications for the arts through the discourses of high- (...) testing that have put the arts at risk in the first place. In this second approach, the arts have utility in that they raise test scores.In this essay, I will chart another option, one that does not make... (shrink)
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  47.  30
    A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement.Ian Cantley - 2017 - Educational Philosophy and Theory 49 (4).
    The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it (...)
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  48.  16
    Representationalism and Power: The Individual Subject and Distributed Cognition in the Field of Educational Technology.David Shutkin - 2019 - Studies in Philosophy and Education 38 (5):481-498.
    Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external information, it is informed by a mind/body dualism that separates the individual student from material things. Alternatively, the theory of the extended mind describes the mind as a dynamic system of interactions inclusive of human agents, technologies (...)
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  49.  17
    Learning as Learning How to Feel.Matt Silliman - 2016 - Social Philosophy Today 32:47-58.
    In this dialogue, Sir Isaac Newton and the Priestess Diotima of Mantinea engage current debates in the politics of education and their conceptual underpinnings. Diotima challenges the assumption that the acquisition of educational content or skills should dominate our concept of learning. She develops an alternative conception of education as fundamentally moral, interpersonal, and emotional, and thus prone to destruction in the face of the objectifying forces of high-stakes testing and a reductive audit culture. Lord Newton is (...)
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  50.  12
    Validation of Embedded Experience Sampling (EES) for Measuring Non-cognitive Facets of Problem-Solving Competence in Scenario-Based Assessments.Andreas Rausch, Kristina Kögler & Jürgen Seifried - 2019 - Frontiers in Psychology 10:441622.
    To measure non-cognitive facets of competence, we developed and tested a new method that we refer to as Embedded Experience Sampling (EES). Domain-specific problem-solving competence is a multi-faceted construct that is not limited to cognitive facets such as domain knowledge or problem-solving strategies but also comprises non-cognitive facets in the sense of domain-specific emotional and motivational dispositions such as interest and self-concept. However, in empirical studies non-cognitive facets are usually either neglected or measured by generalized self-report questionnaires that are detached (...)
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