Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform

Arbuthnot, Keena

doi:10.1108/s1479-358x201613

Cited by 7 publications

(10 citation statements)

References 38 publications

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“…A statistically significant higher level of burnout was found for the Taiwanese sample (t (2240) = 28.30, p < .001) for T1 and (t (2060) = 23.60, p < .001) for T2. Although Taiwan and Finland both belong to a cohort of high‐performance countries in science and mathematics fields according to Trends in International Mathematics and Science Study (Arbuthnot, 2017), Taiwan students had significantly higher burnout, which might be explained by stress due to high stakes examinations and the test‐based pedagogy.…”

Section: Resultsmentioning

confidence: 99%

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance

Evers

Chen

Rothmann

et al. 2020

Journal of Adolescence

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Introduction: Previous studies have revealed the signiicant inluence of electronic devices, especially social media use, on sleep dificulties among adolescents. In this study, disturbed sleep due to social media use (DSSM) was deined as reduced or troubled sleep caused by nighttimespeciic behaviors such as waking to check updates, being notiied by incoming messages, or postponed bedtime because of social media activities. Inadequate and disturbed sleep during youth interferes with daytime academic eficiency and may be associated with school burnout, which were examined in this study. Methods: Using two data waves collected from questionnaires on school burnout and DSSM and school test scores of 2462 Taiwanese middle school students (52.5% males) from various school types with average ages of 13.9 (SD = 0.72) and 14.3 (SD = 0.66) at Time 1 and Time 2, we investigated the relationship between the variables across time. Results: DSSM, academic performance, and school burnout were signiicantly correlated. Crosslagged analyses to the group of adolescents with higher than the average DSSM scores revealed that burnout predicted lower academic achievements through DSSM as a mediator. Burnout did not have a direct effect on school performance but inluenced the latter through disturbed sleep. Poor academic achievement in its turn showed a feedback effect on higher levels of burnout. Conclusions: This research reveals a vicious cycle of burnout, disturbed sleep, and academic achievement. During adolescence, school burnout through DSSM increase can lead to a lower academic performance that may later cause even higher burnout.

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Section: Resultsmentioning

confidence: 99%

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance

Evers

Chen

Rothmann

et al. 2020

Journal of Adolescence

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“…In order to ensure equity of assessment for students coming from non-mainstream cultures or migrant families, assessment should be 'culturally responsive' (Hood 1998a, b;Hood et al 2015;Arbuthnot 2017;Brown et al 2019). A range of assessment methods that provide additional opportunities for students to demonstrate their learning have been proposed.…”

Section: Assessment and Cultural Diversity In Educationmentioning

confidence: 99%

“…However, it is not only teaching that offers potential pitfalls for migrant students aiming to achieve to their full potential. There are other connected practices such as assessment that, according to Arbuthnot (2017) among others, need to be considered in all learning environments, as assessment has the potential to act as a powerful catalyst to improve teaching and learning (Hattie 2009) and in most countries also opens up entry to further education and employment (Black and Wiliam 2012;Shepard 2006;Popham 2009). In addition, for migrant students, there is also a historical and cultural dilemma that needs to be overcome, as the dominant modes of assessment, together with the assessment competencies of teachers, are also, by tradition, linked with the cultural, historical and political agendas that exist in migrant-receiving countries and can have a positive or negative effect on student learning (Crichton 1998;Isaacs 2010;LeMétais 2003).…”

Section: Introductionmentioning

confidence: 99%

Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey

et al. 2020

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Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

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“…Similar to NCLB and the use of high-stakes testing to measure accountability in schools, international policies have provided specious evidence around improving school capacities and addressing inequities in educational opportunities (Lee & Kang, 2019). Though NCLB has since been replaced by the ESSA in 2015, test-based accountability systems continue to drive educational agendas globally (e.g., in Qatar and Finland; Arbuthnot, 2017). Despite the varied educational and cultural contexts in which testing can occur internationally, measurement and myopic focus on student performance alone seem to be misguided attempts at improving educational attainment (Arbuthnot, 2017; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017).…”

Section: Accountability Metricsmentioning

confidence: 99%

“…Though NCLB has since been replaced by the ESSA in 2015, test-based accountability systems continue to drive educational agendas globally (e.g., in Qatar and Finland; Arbuthnot, 2017). Despite the varied educational and cultural contexts in which testing can occur internationally, measurement and myopic focus on student performance alone seem to be misguided attempts at improving educational attainment (Arbuthnot, 2017; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2017).…”

Section: Accountability Metricsmentioning

confidence: 99%

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

D’Costa,

Grant,

Kulkarni

et al. 2023

School Psychology International

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School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that ‘presumed neutral’ quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

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Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform

Cited by 7 publications

References 38 publications

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance

Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey

A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology research

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