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Testing Times

Gordon Stobart
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A01=Gordon Stobart
Accountability Testing
Assessment Impact
Author_Gordon Stobart
Boxing Gloves
brutal
Category=JNA
Category=JNC
Category=JNDH
Contemporary Society
curriculum validity
deep learning strategies in education
Diploma Disease
educational assessment theory
emotional
Emotional Intelligences
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
folk
formative evaluation methods
gardners
Generic EI
Good Life
High Stakes Accountability Testing
howard
intelligence
intelligences
Intelligent Accountability
IQ Score
IQ Test
Kolb's LSI
Kolb’s LSI
learning outcomes measurement
Learning Styles
Louis Thurstone
multiple
pessimism
PMAs
psychology
psychometric analysis
Raven's Matrices
Raven’s Matrices
SATS
Secretary Of State
Single General Intelligence
St John's College
St John's College Cambridge
St John’s College
St John’s College Cambridge
student performance metrics
Sustainable Assessment
UK Reader
UK Usage

Product details

  • ISBN 9780415404747
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 26 Mar 2008
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow ‘for-the-test’ learning. It is true to say that as the volume of assessment increases, confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose, and fitness-for–purpose, of assessments have to be clear.

Gordon Stobart critically examines five issues that currently have high-profile status:

  • intelligence testing
  • learning skills
  • accountability
  • the ‘diploma disease’
  • formative assessment

Stobart explains that these form the basis for the argument that we must generate assessments which, in turn, encourage deep and lifelong learning.

This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.
About Gordon Stobart
What do IQ and ability tests really tell us? Does testing used for accountability undermine learning? This book argues that assessment shapes how we see ourselves and how we learn. At a time when people are labelled in terms of their ability, learning styles or achievement, the book takes a hard look at the rationale of these labels. It also shows how, in our test driven culture, assessment can often undermine effective learning by encouraging shallow ‘for-the-test’ learning and by treating test results as an end in themselves. The author explores how we can develop assessments which generate deeper learning and which can play a constructive role in creating our identities as people and learners. Examining the purposes and consequences of assessment, Testing Times critically examines high-profile uses such as: IQ and ability testing Multiple intelligences, emotional intelligence Learning styles Accountability testing and credential seeking Formative assessment. This accessible and provocative book will be of great interest to educational professionals, academics and researchers. Gordon Stobart is Professor in Education at the Institute of Education, University of London. He is editor of the international journal Assessment in Education and a member of the Assessment Reform Group.

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