What Role Do High-Stakes Tests (Hsts) Have in Education Systems?
Abstract
People currently live in an educated society characterised by the principle of meritocracy. The use of HSTs to identify elites is a manifestation of meritocracy and neoliberalism. Using appropriate literature and studies from others, this essay critically analyses the impact of high-stakes tests (HSTs). The positive and negative implications of HSTs on schools, teachers, and young people are investigated. Moreover, this essays also discusses other topics related to this topic in depth and complexity, involving connections to other supporting government policies, such as the discussion of the impacts of performativity on schools and instructors. Despite the fact that many academics have conducted extensive study on the function of HST in the educational system, there are still several issues within this topic. Finally, this essay identified the limitations and recommends for additional study on this issue to enhance the educational system.
Keywords
Full Text:
PDFReferences
Adams, P., 2014. Policy and education. 1st ed. London: Routledge, pp.1-22.
Amrein, A. and Berliner, D., 2002. High-Stakes Testing, Uncertainty, and Student Learning. Education Policy Analysis Archives, [online] 10(18), pp.1-74.
Angus, L., 2015. School choice: neoliberal education policy and imagined futures. British Journal of Sociology of Education, [online] 36(3), pp.395-413.
Au, W., 2007. High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher, [online] 36(5), pp.258-267.
Chen, M., Wu, A., Zhang, L., Wang, W., Chen, X., Yu, X. and Wang, K., 2018. The increasing prevalence of myopia and high myopia among high school students in Fenghua city, eastern China: a 15-year population-based survey. BMC Ophthalmology, [online] 18(159), pp.1-8.
Davey, G., De Lian, C. and Higgins, L., 2007. The university entrance examination system in China. Journal of Further and Higher Education, [online] 31(4), pp.385-396.
De Battist, F., Nicolini, G. and Salini, S., 2011. Occupational Outcomes according to University Ranking. Journal of Applied Sciences, [online] 11(4), pp.621-629.
Fitzgerald, L., 2015. Consequences of High-Stake Testing. Education Masters. Paper 306, [online] pp.1-35.
Hursh, D., 2005. The growth of high‐stakes testing in the USA: accountability, markets and the decline in educational equality. British Educational Research Journal, [online] 31(5), pp. 605-622.
Hursh, D., 2013. Raising the stakes: high-stakes testing and the attack on public education in New York. Journal of Education Policy, [online] 28(5), pp.574-588.
Jin, J. and Ball, S., 2020. Meritocracy, social mobility and a new form of class domination. British Journal of Sociology of Education, [online] 41(1), pp.64-79.
Lam, L. and Yang, L., 2007. Overweight/obesity and attention deficit and hyperactivity disorder tendency among adolescents in China. International Journal of Obesity, [online] 31(4), pp.584-590.
Leckie, G. and Goldstein, H., 2017. The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’. British Educational Research Journal, [online] 43(2), pp.193-212.
Littler, J., 2018. Against Meritocracy: Culture, Power and Myths of Mobility. Abingdon and New York: Routledge, p.1.
Liu, H. and Wu, Q., 2006. Consequences of college entrance exams in China and the reform challenges. KEDI Journal of Educational Policy, [online] 3(1), pp.7-21.
Muthanna, A. and Sang, G., 2015. Undergraduate Chinese students' perspectives on Gaokao examination: Strengths, weaknesses, and implications. International Journal of Research Studies in Education, [online] 4(5), pp.1-9.
Natriello, G. and Pallas, A., 1999. The Development and Impact of High Stakes Testing. Evaluative (142). [online] Minnesota; New York; Texas: ERIC, pp.1-16.
Perryman, J., 2007. Inspection and emotion. Cambridge Journal of Education, [online] 37(2), pp.173-190.
Perryman, J., 2009. Inspection and the fabrication of professional and performative processes. Journal of Education Policy, [online] 24(5), pp.611-631.
Polesel, J., Dulfer, N. and Turnbull, M., 2012. The experience of education. [Rydalmere, N.S.W.]: The Whitlam Institute within the University of Western Sydney, pp.4-12.
Polesel, J., Rice, S. and Dulfer, N., 2014. The impact of high-stakes testing on curriculum and pedagogy: a teacher perspective from Australia. Journal of Education Policy, [online] 29(5), pp.640-657.
Savage, G., 2017. Neoliberalism, education and curriculum. Powers of curriculum: Sociological perspectives on education, pp.143-165.
DOI: http://dx.doi.org/10.18686/ahe.v6i6.4448
Refbacks
- There are currently no refbacks.
