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E309 Block 5 Week 25 - Coggle Diagram
E309 Block 5 Week 25
Standardised assessments
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- French scholar Marc-Antoine Jullien (1817) envisaged the collation, comparison and analysis of statistical information on, for example, student enrolments, pedagogy, numbers of teachers and finance, ‘to deduce true principles and determined routes so that education would be transformed into an almost positive science’ (Jullien, 1817, cited in Crossley, 2014).* MM
- ‘I have been to Singapore and Hong Kong, and what is striking is that many of the lessons that apply there are lessons that we can apply here’ (Gove, 2010).*
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Gert Biesta (2015)
providing good education for everyone, rather than engaging in an unsustainable race for the top.
IEA, the International Association for the Evaluation of Educational Achievement responsible for such studies as TIMMS, PIRLS and CIVED, emerged in the late 1950s and became a legal entity in 1967
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league tables: not properly questioning what does it take to be top? what criteria? or is it worth the sacrifices/price?
schools also need to form worthy citizens (he says socialisation and subjectification (not just academia & qualifications)
Biesta not suggesting assess/measure these other life skills - just be 'interested' in them - (who says we're not? also I find the shitter the achievement academically the poorer life skills too!?)
coincidence that some top performing countries have strict learning practices and students with psychological problems??
also impractical as education is not causal or deterministic. too many other factors, and not in school 100% of time.
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'turning education into a perfect machine is technically possible, but morally and educatively undesirable'
social justice rationale that everyone should have equal opportunity for success, Biesta believes, is impractical.
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next page (MM) : Biesta finds no positives- I'd be told my essay one sided. Is this is good article???
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Others: such management systems can give grounds for a particular strategy for allocating resources.
supplementary information through questionnaires which can then be correlated with the test results. eg. truancy etc
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To make judgements about the quality of education, it is necessary to have a clear idea of what education is and what it is for.MM
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education policy is ultimately decided by politicians, with political ideologies having substantial influence over educational decision-making.MM
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Hill & Kumar paper
era of global neoliberalism has dramatically increase inequalities between & within states! absolutely and its got worse since 2009 which is why I find this module crazy-cannot generalise a country!!
only 9 countries (4% world pop) narrowed disparity between rich and poor. 80% have experienced wider disparity (2005 HDR report, UNDP cited in H&K) 50 richest individuals have greater combined income than poorest 416 million!!
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Bush 2008 tax cuts= $26 for lowest 20%, $784- middle 20%
$50,495 for top 1%
$266,151 for top 0.1%!!!!!
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'Theory of increasing misery' Karl Marx, 1867 !!!
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The ethos of public service has been replaced by managerialism, a term used to describe a new form of teacher professionalism (Sachs, 2001) in which teachers have greatly reduced agency and are reduced to ‘delivering’ a standardised curriculum MM
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high stakes assessments & international tests may make international conformity a higher priority than meeting (or even properly identifying) local needs, as suggested by Nicola Ansell in the module reader, and whose chapter you will read during this block.
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Peru
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headteacher says Peru improving which is good but next breath sys some teachers cheat so their school 1st??!
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3 types of study
Type I: these are typically large-scale surveys whose purpose is to compare educational outcomes at various levels in two or more countries.
Type II: these are designed to inform education policy in one or more particular areas by studying specific topics relevant to those policies and their implementation in their national context.
Type III: these are not designed to make direct comparisons between any country/ies and the home country of the research team or its funder in terms of specific policies or educational outcomes. Rather, they aim to further understanding of educational processes in different cultural and national contexts.
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