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Old and new beliefs about measurement-driven reform : "The more things change, the more they stay the same"

Author: Audrey J Noble; Mary Lee Smith; Educational Resources Information Center (U.S.)
Publisher: Los Angeles, CA : National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education, University of California, Los Angeles ; [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1994]
Series: CSE report, no. 373.
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Summary:
This article reports on a study of a new performance-based test mandate in the state of Arizona. The measurement-driven reform provided an opportunity to examine the interplay of policy and practice, specifically the use of testing to effect educational change. Attempts to reform schools through mandating assessments are categorized as behaviorist and cognitive-constructivist. Beliefs and assumptions underlying each  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Audrey J Noble; Mary Lee Smith; Educational Resources Information Center (U.S.)
OCLC Number: 34748643
Notes: Distributed to depository libraries in microfiche.
Shipping list no.: 96-0262-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1995]. 1 microfiche.
Description: 1 volume.
Series Title: CSE report, no. 373.
Other Titles: More things change, the more they stay the same
Responsibility: Audrey J. Noble and Mary Lee Smith.

Abstract:

This article reports on a study of a new performance-based test mandate in the state of Arizona. The measurement-driven reform provided an opportunity to examine the interplay of policy and practice, specifically the use of testing to effect educational change. Attempts to reform schools through mandating assessments are categorized as behaviorist and cognitive-constructivist. Beliefs and assumptions underlying each model are analyzed. It is argued that recent attempts to meld cognitive-constructivist beliefs about pupil learning with behaviorist views of reforming schools and teaching teachers are contradictory. The Arizona Student Assessment Program embodies the contradictions inherent in the use of mandates to accomplish capacity-oriented goals. Its focus on compliance and control in effect undermines its potential to create the context necessary for competence in educational reform. (Contains 65 references.) (Author/SLD).

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