High-stakes education research: Enhanced scrutiny of the education system and its consequences.

2011 ◽  
pp. 211-228
Author(s):  
James A. Bovaird ◽  
Natalie A. Koziol
Keyword(s):  
Education Research ◽  
Education System ◽  
High Stakes

scholarly journals Private Tuition: High Stakes and Thorny Issues

2020 ◽  
Vol 13 (7) ◽  
pp. 88
Author(s):  
Habib Yahiaoui
Keyword(s):  
Secondary School ◽  
Education System ◽  
Shadow Education ◽  
High Stake ◽  
High Stakes ◽  
Large Classes ◽  
National Education ◽  
National Education System ◽  
Private Tuition ◽  
Stratified Sample

Private tuition or shadow education is a self-contained activity. It is a system that exists parallel to the national education system. The scale of private tuition has witnessed a worldwide skyrocketing increase. The present research sheds light on the determinants that lead to the demand/ supply of private tuition. It examines the issue from the perspectives of the tutors, the tutees and the parents. The stratified sample in the study represents the population of JamaleddineElafghani Secondary School Mascara. The research tools utilised are a questionnaire to the learners, an interview to both the parents and the teachers and observation of sessions of PT to have a complete image of the situation under study. The results demonstrate that the national education system inadequacies like high stake examination, inexperience teachers and large classes have a great impact on the widespread of this phenomenon. The recommendation we suggest is regulating and thus harnessing this activity, or finding an alternative.

How educational intermediaries connect research and practice

2021 ◽  
Vol 103 (4) ◽  
pp. 37-43
Author(s):  
Joel R. Malin
Keyword(s):  
Education Research ◽  
Education System ◽  
Research Practice ◽  
Research And Practice ◽  
Knowledge Brokers

Indirect routes to strengthening research-practice connections, through intermediaries or knowledge brokers, have received little emphasis in discussions of education research and practice. Joel Malin compares direct and indirect approaches to making these connections and considers how indirect actors are situated in the education system and what roles and functions they perform. He describes some of the well-known intermediaries, assesses the effects of their efforts, and offers ideas for moving forward.

Complexity Ramifications of High Stakes Examinations as a Measure of Accountability in Education Systems

2016 ◽  
pp. 176-198
Author(s):  
Ssali Muhammadi Bisaso ◽  
Shakira Bodio
Keyword(s):  
Education System ◽  
Psychological Status ◽  
Learning Assessment ◽  
Validity And Reliability ◽  
High Stakes ◽  
Educational Value ◽  
Moral Principles ◽  
Teachers Beliefs ◽  
Teaching Learning

Examinations occupy a strategic position in our lives and society today. In a situation where moral principles, rules and regulations for conducting examinations are truncated by either teacher or the learner, the validity and reliability of examination and certification are at risk. The nature and process of examination is something that should be looked into deeply having known the role of examination in our lives. That is essence of this paper; the way high-stakes examinations have affected various aspects of the education system in the realm of teaching, learning, assessment, discipline, roles of stakeholders, teachers' beliefs, community expectations, functional role of education, educational outcomes, individual differences, psychological status of learners, educational returns, school completion etc. This paper articulated these issues in terms of using high-stakes examinations as a measure of accountability in the education system and premised on the level of faith placed on these high-stakes examinations irrespective of educational value thereof.

scholarly journals Negative impacts of high-stakes testing

2012 ◽  
Vol 3 (1) ◽  
pp. 82-100 ◽  
Author(s):  
Michaela Minarechová
Keyword(s):  
Education System ◽  
High Stakes Testing ◽  
Parental Choice ◽  
School Systems ◽  
High Stakes ◽  
Negative Impacts ◽  
Negative Sense

Negative impacts of high-stakes testingHigh-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.

scholarly journals Pedagogicko-psychologická diagnostika jako zadní dvorek psychologické diagnostiky?

TESTFÓRUM ◽  
2013 ◽  
Vol 2 (2) ◽  
pp. 4-14
Author(s):  
Jan Mareš
Keyword(s):  
Education System ◽  
System Development ◽  
Educational Assessment ◽  
Individual Characteristics ◽  
Assessment Tools ◽  
Diagnostic Tools ◽  
Individual Student ◽  
Assessment Practice ◽  
High Stakes ◽  
The Individual

Diskusní příspěvek připomíná pedagogicko-psychologickou diagnostiku jako jednu z významných oblastí psychologické diagnostiky. Na proklamativní úrovni je individualizace výuky jedním z ústředních témat změn probíhajících ve vzdělávacím systému od 90. let a logicky přináší požadavek na lepší znalost individuálních specifik jednotlivých žáků. Diagnostická praxe ale tento rozvoj kopíruje jen částečně. Historicky rozvinuté oblasti pedagogicko-psychologické diagnostiky si udržují svou úroveň, řada nových témat a oblastí ale zůstává opomíjena a je řešena neuspokojivým způsobem s logickými důsledky pro celý vzdělávací systém, tvorbu a použití diagnostických nástrojů i pro konkrétní žáky či studenty. Pedagogicko-psychologická diagnostika tak přestala být diagnostickou výkladní skříní a stal se z ní spíše zadní dvorek diagnostiky, jakkoli s ní má zkušenost prakticky celá populace. Řadu diagnostických aktivit v oblasti výchovy a vzdělávání navíc můžeme chápat jako příklad tzv. high-stakes diagnostiky. V příspěvku se pokouším pojmenovat některé problematické části systému profesní přípravy uživatelů diagnostických nástrojů a jejich výsledků i vzdělávací politiky a její implementace v podobě předpisů upravujících diagnostiku v oblasti výchovy a vzdělávání. Papers discuss educational assessment as one of the major areas of psychological assessment. On the declarative level, the individualization of teaching is one of the central themes of the changes taking place in the Czech education system since the 90th years and logically demands a better knowledge of the individual characteristics of each individual student. Educational assessment practice this system development only partially replicates. Historically developed educational assessment areas maintain high level, but a number of new topics and areas are sidelined and assessment tools are designed unsatisfactory, with the logic consequences for the entire education system. Educational assessment ceased to be a showcase for diagnostic and became her backyard, although the entire population has experience with this kind of assessment. A number of assessment activities in the field of education can be seen as an example of high-stakes assessment. The paper tries to identify some problematic part of the training of users of diagnostic tools and their results and educational policy and its implementation in the form of regulations governing the assessment in the field of education.

Marketisation, managerialism and high-stake testing

2018 ◽  
Vol 32 (4) ◽  
pp. 568-579
Author(s):  
Sybert Mutereko
Keyword(s):  
South African ◽  
Education System ◽  
High Stakes Testing ◽  
Traditional Values ◽  
Multiple Sources ◽  
High Stake ◽  
High Stakes ◽  
Content Type ◽  
Learning And Teaching ◽  
Secondary Sources

Purpose Using a South African district of education as a case study, the purpose of this paper is to explore how high-stake assessments informed by marketisation and managerialism have been embedded in the South African education system. Design/methodology/approach This papers draws on data that were collected through a mixed method approach in the secondary schools of the uMgungundlovu District, which is in Kwazulu-Natal province (KZN) in the eastern part of South Africa. This paper emerged from multiple sources of data, that is, from documents, interviews, questionnaires, and observation as well as secondary sources. Findings The paper demonstrates how the pincer movement of markets and managerialism have used high-stake testing as a mechanism of performativity. It illustrates how test scores are published in newspapers to provide consumers with information that is needed for full participation in the marketised education system. Practical implications The insights from this paper have profound implications for school managers and policy makers. While high-stake tests are logically consistent and theoretically defensible, overdependence on them portends the replacement of traditional values of schools by the market value of the education. Originality/value The study contributes profound insights into how the high-stake testing serves the purpose of social control and subjugation mechanisms for students, schools, and teachers by the state and the invisible arm of the markets. The problem with the use of high-stakes testing as performativity mechanisms is not just that they hinders learning and teaching, but it changes the work of schools and teachers who are at the chalkface of education system.

scholarly journals Pendidikan Spiritual dalam Kegiatan Pembelajaran Thariqah Syathoriyah Ponpes Fathul ‘Ulum Gandusari Kuwarasan Kebumen

2020 ◽  
Vol 5 (1) ◽  
pp. 136-149
Author(s):  
Gunawan Efendi
Keyword(s):  
Education Research ◽  
Education System ◽  
Learning Activities ◽  
Spiritual Education

Spiritual based education is defined as a concept, an education system that emphasizes the development of spiritual or spiritual abilities with spiritual standards that can be felt by students to achieve the perfection of life according to Islamic standards. The results of spiritual education research in learning activities of the Tariqah Syathoriyah Ponpes Fathul ‘Ulum Gandusari Kuwarasan Kebumen carried out in various activities namely; selasanan, sulukan, khaul, bai'at, and dhikr. With several methods used, including: riyadhah, discovery (tafakur), tazkiyat an-nafs, and remembrance. And spiritual education carried out by the Syarimah Tariqa congregation includes: honesty, responsibility, discipline, and fairness.

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