文章基本信息

标题：Teaching to the Test or Testing to Teach? Educational Assessment in British Columbia, 1872-2002
本地全文：下载
作者：Alastair Glegg ; Thomas Fleming
期刊名称：Historical Studies in Education / Revue d'histoire de l'éducation
印刷版ISSN：1911-9674
出版年度：2004
卷号：16
期号：1
页码：115-137
出版社：Historical Studies in Education / Revue d'histoire de l'éducation
摘要：Over the years educational assessment in British Columbia has served many purposes in addition to recording student progress. Initially it helped provide evidence that the novel idea of a publicly funded school system was a worthwhile financial and social investment. As schooling expanded so did public examinations, ensuring that content and standards were consistent throughout the province. Between the wars educational priorities dominated assessment, as reformers challenged the validity of traditional testing and the popularity of large-scale assessment and mental testing increased. Recently schooling has become more politicized, and the purposes and methods of assessment have become subjects of public debate, often reflecting the priorities and philosophies of the government in power. Current attitudes to formal assessment appear to be determined by a combination of the factors that have influenced it over the years, and what started as a fairly straightforward concept has become increasingly complex and controversial.
其他摘要：Over the years educational assessment in British Columbia has served many purposes in addition to recording student progress. Initially it helped provide evidence that the novel idea of a publicly funded school system was a worthwhile financial and social investment. As schooling expanded so did public examinations, ensuring that content and standards were consistent throughout the province. Between the wars educational priorities dominated assessment, as reformers challenged the validity of traditional testing and the popularity of large-scale assessment and mental testing increased. Recently schooling has become more politicized, and the purposes and methods of assessment have become subjects of public debate, often reflecting the priorities and philosophies of the government in power. Current attitudes to formal assessment appear to be determined by a combination of the factors that have influenced it over the years, and what started as a fairly straightforward concept has become increasingly complex and controversial.
关键词：History; Education