Dialogic teaching to the high-stakes standardised test?

Abstract

Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high stakes standardized test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster dialogue in classrooms and to constructively manage the high stakes standardized tests that are compulsory in so many schools.Drawing on an extended case study of dialogic teaching in one London primary school, we argue that while standardized testing is indeed an impediment to dialogic pedagogy, it does not follow that dialogue is impossible or undesirable within the testing context. By adopting an ironic stance towards the test, teachers can fulfill test preparation mandates while maintaining dialogic ideals and practices. ethnography DIALOGIC TEACHING TO THE TEST 2 Dialogic teaching to the high stakes standardized test? AbstractWithin current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high stakes standardized test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster dialogue in classrooms and to constructively manage the high stakes standardized tests that are compulsory in so many schools.Drawing on an extended case study of dialogic teaching in one London primary school, we argue that while standardized testing is indeed an impediment to dialogic pedagogy, it does not follow that dialogue is impossible or undesirable within the testing context. By adopting an ironic stance towards the test, teachers can fulfil test preparation mandates while maintaining dialogic ideals and practices. ___________________________________________________________________________The title of our paper may strike a discordant note to many readersÕ ears. Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high stakes standardized test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education, and high stakes standardized testing all that is authoritarian, coercive and alienating.But, as we argue below, positioning dialogic pedagogy as antithetical to testing is detrimental to

‘Nid yw wedi’i fwriadu i gael ei asesu yn y ffordd rydyn ni’n asesu’: Ailfeddwl am asesu ar gyfer cymhwyster yng nghyddestun gweithredu’r Cwricwlwm i Gymru

“…O ganlyniad i ethos o’r fath, gellir cael mwy o orbryder cysylltiedig ag asesu (Sommer a Arendasy, 2015), tuedd i fabwysiadu gogwydd at gyflawni nodau (von der Embse et al , 2018) a thuedd at ddysgu arwynebol yn hytrach na dysgu dwfn (Vandewalle et al , 2019). Gyda golwg ar athrawon, mae’r llenyddiaeth ar gyfeiriadaeth a phrofiadau athrawon mewn amgylcheddau o’r fath yn dangos bod arferion perfformiadol yn cael eu defnyddio’n aml, yn cynnwys addysgu ar sail profion drwy gyfyngu’r cwricwlwm a rhoi blaenoriaeth i gynnwys a asesir (Popham, 2000; Segal et al , 2017), yn ogystal â gorddefnyddio papurau arholiad blaenorol fel techneg paratoi ar gyfer asesu (Firestone et al , 2004; Crocker, 2005). Mae’r arferion hyn, y gellir eu priodoli i gyplysu deilliannau asesu ag atebolrwydd athrawon ac ysgolion o ganlyniad i ddiwygio seiliedig ar safonau, wedi arwain at systemau lle mae asesiadau’n cael gormod o ddylanwad ar yr hyn a addysgir yn yr ystafell ddosbarth (Brown, 2004).…”

Curiosity killed by SATs: an investigation of mathematics lessons within an English primary school

“…These form a combination of teacher assessments and national Standard Assessment Tests (SATs) which occur in primary schools at the end of each Key Stage (KS) of schooling (KS1; ages 5-7, KS2; ages 7-11). These modes of assessment are often referred to as 'high stakes' as pupils' performances determine whether or not a school is 'failing', 'coasting' or 'requires improvement' (Segal, Snell and Lefstein, 2016). Judgements of this kind are governed by inspections made by the Office for Standards in Education (OfSTED) who require all schools to demonstrate how SATs results are used for internal monitoring of teaching standards (Ozga, 2009).…”

“…According to Connell (2009) governing schools in this way concurrently reduces the opportunity for teachers to critique the parameters by which they are being governed, yet, makes them the key component of the system. Evidence suggests that standards-based reforms, direct accountability and marketisation, strengthen particular pedagogical practices (Boaler, 2015;Segal, Snell and Lefstein, 2016). Hill, et al (2016) for example, report how this context creates significant tensions for teachers particularly in relation to surveillance, micro-management and control of everyday practices.…”

“…In Western Europe, education systems have employed national tests to identify both standards of pupil achievement and school effectiveness (Alexander, 2011). In England these measures form the central framework of the political management of primary schools (Segal, Snell and Lefstein, 2016). This framework aims to build a market lead approach to the provision of education within which schools compete to demonstrate their ability to meet and exceed government standards for teaching and attainment.…”

‘[It] isn’t designed to be assessed how we assess’: rethinking assessment for qualification in the context of the implementation of the Curriculum for Wales

“…Consequences of such an ethos can include greater assessment‐related anxiety (Sommer & Arendasy, ), a tendency to adopt performance goal orientations (von der Embse et al , ) and a trend towards surface‐level learning rather than deep‐level learning (Vandewalle et al , ). As regards teachers, the literature on teacher orientations and experiences in such environments points towards performative practices being routinely employed, including teaching to the test by narrowing the curriculum and prioritising assessed content (Popham, ; Segal et al , ), as well as the excessive use of past papers as an assessment preparation technique (Firestone et al , ; Crocker, ). These practices, which can be attributed to the coupling of assessment outcomes and accountability for teachers and schools as a result of standards‐based reforms, have resulted in systems where assessments exercise a disproportionate influence on what is taught in the classroom (Brown, ).…”