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001 BRILL9789004401365
003 nllekb
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007 cr un uuuua
008 190326s2019 ne b 000 0 eng
010 _a 2019013901
020 _a9789004401365
_q(electronic book)
020 _z9789004387232
_q(print)
024 7 _a10.1163/9789004401365
_2DOI
035 _a(DLC)20904744
035 _a(DLC)2019013901
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB3051
_b.K197 2019
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a371.26
_223
100 1 _aKelly, Amy L.,
_eauthor.
245 1 4 _aThe high stakes of testing :
_bexploring student experience with standardized assessment through governmentality /
_cBy Amy L. Kelly.
264 1 _aLeiden ;
_aBoston :
_bBrill Sense,
_c[2019]
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aConstructing knowledge : curriculum studies in action ;
_vVolume 19
490 0 _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836
504 _aIncludes bibliographical references.
505 0 0 _aFront Matter -- Copyright page -- Acknowledgements -- Introduction: Who Cares What the Kids Think? -- Understanding High-Stakes Standardized Exams in the US -- What Is Student Voice? -- How Foucault’s Governmentality Can Help -- The Study -- What the Kids Have to Say -- Interpreting Student Voice: Themes -- What Does All This Mean? -- Possibilities: Where Do We Go from Here? -- Back Matter -- References -- Index.
520 _aStandardized assessments have long been part of the educative experience for students around the world. The high-stakes nature of these tests can have damaging and enduring effects for public school systems, particularly the youth. With the adoption of Common Core State Standards and mandated state-wide accountability measures, high-stakes tests, like the PARCC, gained quick and controversial notoriety. The high-stakes discourse has been dominated by politicians, educators, and parents. Notably absent from this dialogue are the voices of those whom are impacted the most: students. Largely influenced by Critical Pedagogy, this research sheds light on the negative, punitive, and often arbitrary nature of testing in schools. The paramount intention of this publication is to raise awareness of student experiences and perspectives of standardized testing. The High Stakes of Testing analyzes the experiences, relationships, thoughts, ideas, and opinions students have with standardized assessment measures. Interviews with seven students in Grades 3, 5, and 8 are examined through a governmentality lens to reveal the ways in which the youth are manipulated, regulated, and disciplined to view standardized testing as a natural part of what it means to be a public-school student. It is only when we can begin to see and appreciate how our youth interact with the omnipresent testing in our public schools can we begin to envision changing these accountability practices.
650 0 _aEducational tests and measurements
_xEvaluation.
650 0 _aStudent evaluation of curriculum.
650 0 _aEducation and state.
650 0 _aCritical pedagogy.
776 0 8 _iPrint version:
_tThe High Stakes of Testing: Exploring Student Experience with Standardized Assessment through Governmentality
_dLeiden, Boston : Brill | Sense, [2019],
_z9789004387232
830 0 _aConstructing Knowledge: Curriculum Studies in Action
_v19.
830 0 _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789004401365
999 _c18549
_d18549