Testing to Rank, Testing to Learn, Testing to Improve: An Introduction and Overview

Williams, James H.; Engel, Laura

doi:10.2304/rcie.2013.8.3.214

Cited by 7 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Linking Morocco to broader global education trends related to citizenship education, our analysis broadly points to the challenge of moving policies like the Strategic Vision for Reform 2015–2030 to practice. Educational systems are under growing external pressures as international agendas (Rizvi and Lingard, 2010) and large-scale assessment of student achievement are becoming increasingly recognized by governments worldwide (Williams and Engel, 2013). Many systems are therefore reorienting their policy goals and targets to inspire both equity and effectiveness through schooling.…”

Section: Discussionmentioning

confidence: 99%

New visions for citizen formation: An analysis of citizenship education policy in Morocco

Idrissi

Engel

Benabderrazik

2019

Education, Citizenship and Social

View full text Add to dashboard Cite

This article offers perspectives on the framing of citizenship education in recent education policy reform in Morocco. Against a background of shifting conceptions of citizenship and citizenship education occurring both globally and regionally in the Middle East and North Africa, the article focuses on Morocco’s Strategic Vision for Reform 2015–2030, offering an analysis of the main section of the policy targeting citizenship education, referred to in the document as chapter 3 (‘For a school that develops the individual and society’), lever 18 (‘Enact a society of citizenship, democracy and equality’). Drawing on policy analysis of these sections of the reform documentation, we examine the various recommendations that reference national Moroccan citizenship education, concluding that the discourse surrounding citizenship education tends to emphasize a disciplined conception of citizen formation, framing the student as apathetic and passive. Moreover, the article analyzes these recommendations within the social, cultural, economic, and political context of Morocco, offering insights on potential challenges in its implementation.

show abstract

Section: Discussionmentioning

confidence: 99%

New visions for citizen formation: An analysis of citizenship education policy in Morocco

Idrissi

Engel

Benabderrazik

2019

Education, Citizenship and Social

View full text Add to dashboard Cite

show abstract

“…"League tables" are seductively appealing: if sports teams can be ranked, why not countries? reporting the data in rankings is highly problematic (see Feuer et al 2015;William and Engel 2013), fueled by the flawed assumption that differences between countries or changes in rankings over time contain useful information, easily extracted, about the relative effectiveness of education systems. the allure of rankings is simple: they seem easy to understand and straightforward to interpret.…”

Section: Technical Issuesmentioning

confidence: 99%

Assessment for Monitoring of Education Systems: International Comparisons

Braun¹,

Singer²

2019

The ANNALS of the American Academy of Political and Social Scie

View full text Add to dashboard Cite

Over the last two decades, with the increase in both numbers of participating jurisdictions and media attention, international large-scale assessments (ILSAs) have come to play a more salient role in global education policies than they once did. This has led to calls for greater transparency with regard to instrument development and closer scrutiny of the use of instruments in education policy. We begin with a brief review of the history of ILSAs and describe the requirements and constraints that shape ILSA design, implementation, and analysis. We then evaluate the rationales of employing ILSA results for different purposes, ranging from those we argue are most appropriate (comparative description) to least appropriate (causal inference). We cite examples of ILSA usage from different countries, with particular attention to the widespread misinterpretations and misuses of country rankings based on average scores on an assessment (e.g., literacy or numeracy). Looking forward, we offer suggestions on how to enhance the constructive roles that ILSAs play in informing education policy.

show abstract

“…Notably, in the late 1990s, at the same time that standardized testing became a national priority in the United States, the World Bank published its Education Sector Strategy, in which it underscored the importance of introducing standardized testing in developing countries (World Bank, 1999). Since that time, schemes for standardized testing have become ever more prominent around the world (Williams & Engel, 2013). Today, the major international players in the reform of education globally seek to place accountability at the heart of all relationships within the education sector, as the most current education strategy from the World Bank makes clear (World Bank, 2011).…”

Section: Comparative Analysis Of Previous Trends and Recent Developmentsmentioning

confidence: 99%

Historical Trends in Educational Decentralization in the United States and Developing Countries: A Periodization and Comparison in the Post-WWII Context

Edwards

DeMatthews

2014

EPAA

View full text Add to dashboard Cite

In the present work, we fill a gap in the writing on the decentralization of educational governance by periodizing and comparing trends that have fallen under this label in both the United States and developing countries in the post-WWII period (1945-present). The findings are informed by a review of 127 decentralization-related studies from seven leading, peer-reviewed journals in comparative and international education, in addition to the Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. We combine this review with works that address larger political and economic shifts. One key finding is that the application of communitylevel decentralization in developing countries has not been as widespread as global rhetoric during the 1990s and 2000s would imply. A second key finding is that there has been a relatively recent shift away from decentralization towards other forms of accountability-based reforms in both the United States and developing countries. epaa aapeEducation Policy Analysis Archives Vol. 22 No. 40 2 Tendencias históricas en los procesos de descentralización educativa en los Estados Unidos y en los países en desarrollo en el contexto posterior a la Segunda Guerra Mundial. Resumen: Este trabajo, completa una brecha en la literatura sobre la descentralización de la gestión educativa con la periodización y la comparación de los procesos descentralizadores tanto en Estados Unidos como en los países en desarrollo en el período posterior a la Segunda Guerra Mundial (1945presente). Los resultados provienen de una revisión de 127 estudios sobre descentralización publicados en siete de las principales revistas en educación comparada e internacional, además de Journal of Education Policy, Journal of Educational Administration, and Harvard Education Review. Combinamos esta revisión con análisis de trabajos que abordan grandes cambios políticos y económicos para delinear dos dinámicas que impulsaron la descentralización. Un hallazgo clave es que la aplicación de la descentralización al nivel de las comunidades locales en los países en desarrollo no ha sido tan generalizada como la retórica mundial durante los años 1990 y 2000 implicaría. Un segundo hallazgo clave es que ha habido un cambio relativamente reciente que abandona los modelos de descentralización hacia otras formas de reformas basadas en la rendición de cuentas, tanto en los Estados Unidos y los países en desarrollo. Palabras clave: Descentralización; gestión basada en la escuela; gobernabilidad control comunitario de la Educación; Estados Unidos; países en desarrollo; Neoliberalismo As tendências históricas nos processos de descentralização educacional nos Estados Unidos e em países em desenvolvimento no contexto pós-Segunda Guerra Mundial.Resumo: Este trabalho completa uma lacuna na literatura sobre a descentralização da gestão da educação, com a periodização e comparação das tendencias descentralizadores, tanto nos Estados Unidos como em os países em desenvolvimento no período após a II Guerra Mundia...

show abstract

Testing to Rank, Testing to Learn, Testing to Improve: An Introduction and Overview

Cited by 7 publications

References 26 publications

New visions for citizen formation: An analysis of citizenship education policy in Morocco

New visions for citizen formation: An analysis of citizenship education policy in Morocco

Assessment for Monitoring of Education Systems: International Comparisons

Historical Trends in Educational Decentralization in the United States and Developing Countries: A Periodization and Comparison in the Post-WWII Context

Contact Info

Product

Resources

About