Tradeoffs in Examination Policies: an international comparative perspective<sup>1</sup>

Noah, Harold J.; Eckstein, Max A.

doi:10.1080/0305498890150102

Cited by 18 publications

(6 citation statements)

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“…But the role of these examinations is being challenged and many institutions now provide alternative routes of entry, especially for adults. In the post-war period, Japan moved from a national system of higher education selection on the basis of a nationwide standardized examination, to a variety of selection methods, and in 1976 to the present two stage system which was introduced in order to improve the control by colleges and universities over the make-up of their entering classes (Noah and Eckstein 1989). The first stage, the Joint First Stage Achievement Test, is retrospective and seeks to test mastery of the secondary school curriculum; the second stage, set and marked by each institution separately, tries to forecast a candidate's potential fit with the demands of the future course of study.…”

Section: Recent Trends In Sdection and Admissionmentioning

confidence: 99%

Student selection and admission to higher education:Policies and practices in the Asian region

Harman

1994

High Educ

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Abstract. Student selection and admission for higher education in the Asian region are matters of concern at a time when there is rapid growth in enrolments and mounting pressure for changes, and when public funds are unable to match demands for expansion. This paper provides a broad review of policies and practices in developing and newly industrialised countries of the Asian region, paying particular attention to access, selection, the admission process, equity and links to the labour market. It attempts an evaluation and provides suggestions for policymakers.

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Section: Recent Trends In Sdection and Admissionmentioning

confidence: 99%

Student selection and admission to higher education:Policies and practices in the Asian region

Harman

1994

High Educ

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“…Some do not recognize the process; some do not want to face up to the process; some do not believe they can or should do anything about the process; and some devote their entire careers to countering the process. In the case of systems for which high stakes examinations serve the role of sorting students and deciding who is eligible for accessing the next level of education, teachers normally respond by dealing the best they feel they can (that is, to ensure incentivized success) with the policy hand they are dealt (e.g., Gould 1981;Noah and Eckstein 1989). Thus, Huining's best high school, whose primary goal was to educate students who would score high on the CEE, not only fully endorsed the activities of categorizing and defining a most likely group of students for success but also explicitly differentiated likely "winners and losers" as early as one year before the examination.…”

Section: Second Encounter: "Help Only Those Who Are Most Promising"mentioning

confidence: 99%

Experiencing the Change and Continuity of the College Entrance Examination

Wang

Ross

2010

Chinese Education & Society

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Employing data from three encounters, during 1996, 2001, and 2010, with students and teachers in Huining, gansu, China's "Gaokao county," known for its striking contrast between poverty and the remarkable achievements of its College Entrance Examination (CEE) candidates, we explore the lived experiences of Huining students and teachers who embody Huining's "Gaokao miracle." these experiences, examined in the context of rapid educational transformation and more gradual implementation of CEE reform policies, give expression to continuities and changes in students' and teachers' beliefs, attitudes, and values associated with the CEE. these include the values of hard work and persistence and beliefs about state-granted fairness in educational opportunities. two 2010 case studies, reflecting controversies associated with the peak of CEE reform, shed light on the creation of CEE "winners" and "losers" and enrich our understanding of the usefulness and limits of social reproduction theories for understanding the impact and outcomes of the CEE on Chinese rural students and families.

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“…Examinations and records of achievement are being adapted accordingly in many countries. (For a summary review, including Britain, France, Germany, Soviet Union and Sweden, see Noah and Eckstein, 1989.) The search is for "a systemically valid test" (Frederiksen and Collins, 1989) one which "induces in the educational system curricular and instructional changes that foster the development of the cognitive skills that the test is designcd to measure" (p. 27).…”

Section: Formal Operational Thinkingmentioning

confidence: 99%

Teaching Thinking in Europe

McGuinness

Nisbet

1991

Brit J of Edu Psychol

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S~~~~~~.ThisreviewofEuropeanresearchincognitionandinstructionaims tocategorisecurrent trends in the teaching of thinking and problem solving. A diversity of theoretical orientations sustains research and practice in this field: Vygotskian, neo-Piagetian, phenomenographic, information-processing. Research-driven intervention studies and across-the-cumiculum reforms are reviewed. Promising lines of development include the concepts of metacognition (or selfregulation), mediation by peers and adults, and computer tutoring. Cognitive psychology now has a sharper focus on classroom learning; and the boundaries between cognitive, affective and social aspects of learning are being eroded.BACKGROUND AND OVERVIEW IN the US, research on cognition and instruction, and programmes and courses to improve thinking skills, have takenon thecharacteristicsof anothercognitiverevolution. Psychologists, educationalists, curriculum developers, and educational administrators are excited about the new alignment between research on learning and thinking and classroom practice. In the first review of instructional psychology in the Annual Review of Psychology, G a p e and Rohwer (1969) commented: "Remoteness of applicability to instruction, we note with some regret, characterizes many studies of human learning, retention and transfer, appearing in the most prestigious of psychological journals" (p. 38 1). Twenty years later, Glaser and Bassok (1989) began the latest review on the same topic very differently: "Instructional psychology has become a vigorous part of the mainstream of research on human cognition and development" @. 63 1).In the 1989 review, there is general agreement that to develop capable learners and thinkers we need to rely on more than rote memory, factual knowledge, and the routine application of familiar procedures. For the American scene, some excellent reviews and edited papers on attempts to teach thinking, and their research base, are readily available (Glaser, 1984; Baron and Sternberg, 1987;Resnick, 1987;Nickerson, 1988; Resnick and Klopfer, 1989). The range of themes in these publications-programmes to improve general reasoning, critical thinking skills, problem-solving heuristics, memory and reading comprehension, writing skills, formal operational thinking, mathematical and scientific thinking and relevant researchgives some indication of the scope of the endeavour. Summaries and evaluations of this work have been reported by McGuinness (1990) and by Nisbet and DaviesIn Britain, there is much less evidence of a teaching thinking revolution, although there are signs of local uprisings. Coles and Robinson (1989) have published a timely survey of curriculum innovations in teaching thinking which are currently operating in Britain "largely in isolation from one another" (p. 1). The survey includes, for example, programmes in critical thinking, informal logic, Instrumental Enrichment, and a description of the locally developed Somerset Thinking Skills Course. A comprehensive review, written primarily for teachers...

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Tradeoffs in Examination Policies: an international comparative perspective¹

Cited by 18 publications

References 0 publications

Student selection and admission to higher education:Policies and practices in the Asian region

Student selection and admission to higher education:Policies and practices in the Asian region

Experiencing the Change and Continuity of the College Entrance Examination

Teaching Thinking in Europe

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Tradeoffs in Examination Policies: an international comparative perspective1

Cited by 18 publications

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Student selection and admission to higher education:Policies and practices in the Asian region

Student selection and admission to higher education:Policies and practices in the Asian region

Experiencing the Change and Continuity of the College Entrance Examination

Teaching Thinking in Europe

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Tradeoffs in Examination Policies: an international comparative perspective¹