The role of standardized testing in the policy for basic education in the United States

Detalhes bibliográficos
Autor(a) principal: Bastos, Remo Moreira Brito
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993
Resumo: With the advent of the federal education program known as No Child Left Behind, a disproportionate increase in hours devoted to testing, narrowing of curricula and vertical assessments focusing on accountability of teachers and principals began to shape the agenda for educational reform in the United States. This article, developed through bibliographical and documentary research, contests the assumptions underlying these policies, which are strongly structured around standardized large-scale testing, known to be the “tool par excellence” of the government program in question. Besides perverse effects forced upon the students, this paper exposes the intrinsic limitations of these instruments in order to measure the assimilation of knowledge by the students, as well as the proliferation of all kinds of expedients of questionable ethical validity with the view to simulate the reach of academic performance targets set by the mentioned program.
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spelling The role of standardized testing in the policy for basic education in the United StatesEl papel de las pruebas estandarizadas en la politica educativa para la enseñanza basica en los Estados UnidosO papel dos testes padronizados na politica educacional para o ensino basico nos Estados UnidosStandardized tests; Educational policy; United StatesPruebas estandarizadas; Politica educativa; Estados UnidosEducação; Politica Educacional; Economia Politica da EducaçãoTestes padronizados; Politica educacional; Estados UnidosWith the advent of the federal education program known as No Child Left Behind, a disproportionate increase in hours devoted to testing, narrowing of curricula and vertical assessments focusing on accountability of teachers and principals began to shape the agenda for educational reform in the United States. This article, developed through bibliographical and documentary research, contests the assumptions underlying these policies, which are strongly structured around standardized large-scale testing, known to be the “tool par excellence” of the government program in question. Besides perverse effects forced upon the students, this paper exposes the intrinsic limitations of these instruments in order to measure the assimilation of knowledge by the students, as well as the proliferation of all kinds of expedients of questionable ethical validity with the view to simulate the reach of academic performance targets set by the mentioned program.Con el advenimiento del programa federal No Child Left Behind, un aumento desproporcional de las horas destinadas a pruebas, el estrechamiento de contenidos curriculares y las evaluaciones con verticalidad, enfocando la responsabilidad de profesores y directores, pasaron a conformar la agenda para la reforma educativa en los Estados Unidos. El presente artículo, desarrollado por medio de investigación bibliografica y documental, cuestiona las premisas que fundamentan esas politicas, fuertemente estructuradas en torno a las pruebas estandarizadas a gran escala, que constituyen la “herramienta por excelencia” del programa gubernamental en cuestion. Ademas de los perversos efectos impuestos a los educandos, se muestran las limitaciones intrinsecas de esos instrumentos para medir la asimilacion de conocimientos por parte de los discentes, asi como la proliferacion de todo tipo de expedientes de cuestionable validez etica con miras a simular el alcance de las metas de desempeño academicos estipulados por el mencionado programa.Com o advento do programa federal No Child Left Behind, um aumento desproporcional das horas destinadas a testes, o estreitamento de conteúdos curriculares e as avaliações verticalizantes, focando responsabilização de professores e diretores, passaram a conformar a agenda para a reforma educacional nos Estados Unidos. O presente artigo, desenvolvido por meio de pesquisa bibliografica e documental, questiona as premissas que fundamentam essas politicas, fortemente estruturadas em torno dos testes padronizados de larga escala, os quais constituem a “ferramenta por excelencia” do programa governamental em questao. Ademais dos perversos efeitos impingidos aos educandos, mostram-se as limitacoes intrinsecas desses instrumentos para aferir a assimilação de conhecimentos por parte dos discentes, bem como a proliferação de todo tipo de expedientes de questionavel validade etica com vistas a simular o alcance das metas de desempenho academico estipuladas pelo mencionado programa.Fundação CesgranrioBastos, Remo Moreira Brito2018-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/99310.1590/s0104-403620180026000993Ensaio: Avaliação e Políticas Públicas em Educação; v. 26, n. 99 (2018): Revista Ensaio Abr./Jun.; 418-4441809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/817https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/818https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/819AmericasDireitos autorais 2018 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2020-02-20T14:41:29Zoai:ojs.localhost:article/993Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2020-02-20T14:41:29Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv The role of standardized testing in the policy for basic education in the United States
El papel de las pruebas estandarizadas en la politica educativa para la enseñanza basica en los Estados Unidos
O papel dos testes padronizados na politica educacional para o ensino basico nos Estados Unidos
title The role of standardized testing in the policy for basic education in the United States
spellingShingle The role of standardized testing in the policy for basic education in the United States
Bastos, Remo Moreira Brito
Standardized tests; Educational policy; United States
Pruebas estandarizadas; Politica educativa; Estados Unidos
Educação; Politica Educacional; Economia Politica da Educação
Testes padronizados; Politica educacional; Estados Unidos
title_short The role of standardized testing in the policy for basic education in the United States
title_full The role of standardized testing in the policy for basic education in the United States
title_fullStr The role of standardized testing in the policy for basic education in the United States
title_full_unstemmed The role of standardized testing in the policy for basic education in the United States
title_sort The role of standardized testing in the policy for basic education in the United States
author Bastos, Remo Moreira Brito
author_facet Bastos, Remo Moreira Brito
author_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Bastos, Remo Moreira Brito
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Standardized tests; Educational policy; United States
Pruebas estandarizadas; Politica educativa; Estados Unidos
Educação; Politica Educacional; Economia Politica da Educação
Testes padronizados; Politica educacional; Estados Unidos
topic Standardized tests; Educational policy; United States
Pruebas estandarizadas; Politica educativa; Estados Unidos
Educação; Politica Educacional; Economia Politica da Educação
Testes padronizados; Politica educacional; Estados Unidos
description With the advent of the federal education program known as No Child Left Behind, a disproportionate increase in hours devoted to testing, narrowing of curricula and vertical assessments focusing on accountability of teachers and principals began to shape the agenda for educational reform in the United States. This article, developed through bibliographical and documentary research, contests the assumptions underlying these policies, which are strongly structured around standardized large-scale testing, known to be the “tool par excellence” of the government program in question. Besides perverse effects forced upon the students, this paper exposes the intrinsic limitations of these instruments in order to measure the assimilation of knowledge by the students, as well as the proliferation of all kinds of expedients of questionable ethical validity with the view to simulate the reach of academic performance targets set by the mentioned program.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-19
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993
10.1590/s0104-403620180026000993
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993
identifier_str_mv 10.1590/s0104-403620180026000993
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/817
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/818
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/993/819
dc.rights.driver.fl_str_mv Direitos autorais 2018 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv





Americas
dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 26, n. 99 (2018): Revista Ensaio Abr./Jun.; 418-444
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
instname:Fundação Cesgranrio
instacron:CESGRANRIO-2
instname_str Fundação Cesgranrio
instacron_str CESGRANRIO-2
institution CESGRANRIO-2
reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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