Testing like you teach: The challenge of constructing local, ecologically valid tests
Whitehead, D. (2008). Testing like you teach: The challenge of constructing local, ecologically valid tests. English Teaching: Practice and Critique, 7(3), 10-25.
Permanent Research Commons link: https://hdl.handle.net/10289/3407
In an educational context, local, ecologically valid tests can reflect the use of literacy and thinking tools. These tests present a challenge to central, content focused, high-stakes testing, and to transmission approaches to teaching. They require teachers to accept knowledge as a verb, and to design assessment protocols that reflect co-constructive ways of teaching. This article reports the outcome of praxis action research with middle and secondary school teachers who incorporated topic-appropriate literacy and thinking tools into their teaching. They also redesigned their local tests linked to high-stakes test protocols to reflect the use of these tools. A thematic analysis of observations and interviews suggests that this process impacted on the structural characteristics (morés) of the schools, and posed affective, cognitive and pedagogical challenges to teachers.
University of Waikato
This article has been published in the journal: English Teaching: Practice and Critique. Used with permission.
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