Old and New Beliefs about Measurement-Driven Reform: The More Things Change, the More They Stay the Same.Report as inadecuate




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This article reports on a study of a new performance-based test mandate in the state of Arizona. The measurement-driven reform provided an opportunity to examine the interplay of policy and practice, specifically the use of testing to effect educational change. Attempts to reform schools through mandating assessments are categorized as behaviorist and cognitive-constructivist. Beliefs and assumptions underlying each model are analyzed. It is argued that recent attempts to meld cognitive-constructivist beliefs about pupil learning with behaviorist views of reforming schools and teaching teachers are contradictory. The Arizona Student Assessment Program embodies the contradictions inherent in the use of mandates to accomplish capacity-oriented goals. Its focus on compliance and control in effect undermines its potential to create the context necessary for competence in educational reform. (Contains 65 references.) (Author/SLD)

Descriptors: Academic Achievement, Behaviorism, Beliefs, Cognitive Psychology, Competence, Constructivism (Learning), Educational Change, Educational Policy, Educational Practices, Elementary Secondary Education, Performance Based Assessment, State Programs, Teacher Education, Test Use, Testing Programs











Author: Noble, Audrey J.; Smith, Mary Lee

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10986&id=ED378228







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