b********n
发帖数: 38600 | 1 这个 Zhao Yong 是老将还是小将？
Zhao, Yong Professor of Education, Presidential Chair, University of Oregon
http://www.theguardian.com/education/2014/may/06/oecd-pisa-test
OECD and Pisa tests are damaging education worldwide - academics
In this letter to Dr Andreas Schleicher, director of the OECD's Programme
for International Student Assessment, academics from around the world
express deep concern about the impact of Pisa tests and call for a halt to
the next round of testing
Dear Dr Schleicher,
We write to you in your capacity as OECD's (Organisation for Economic Co-
operation and Development) director of the Programme of International
Student Assessment (Pisa). Now in its 13th year, Pisa is known around the
world as an instrument to rank OECD and non-OECD countries (60-plus at last
count) according to a measure of academic achievement of 15-year-old
students in mathematics, science, and reading. Administered every three
years, Pisa results are anxiously awaited by governments, education
ministers, and the editorial boards of newspapers, and are cited
authoritatively in countless policy reports. They have begun to deeply
influence educational practices in many countries. As a result of Pisa,
countries are overhauling their education systems in the hopes of improving
their rankings. Lack of progress on Pisa has led to declarations of crisis
and "Pisa shock" in many countries, followed by calls for resignations, and
far-reaching reforms according to Pisa precepts.
We are frankly concerned about the negative consequences of the Pisa
rankings. These are some of our concerns:
• While standardised testing has been used in many nations for decades
(despite serious reservations about its validity and reliability), Pisa has
contributed to an escalation in such testing and a dramatically increased
reliance on quantitative measures. For example, in the US, Pisa has been
invoked as a major justification for the recent "Race to the Top" programme,
which has increased the use of standardised testing for student-, teacher-,
and administrator evaluations, which rank and label students, as well as
teachers and administrators according to the results of tests widely known
to be imperfect (see, for example, Finland's unexplained decline from the
top of the Pisa table).
• In education policy, Pisa, with its three-year assessment cycle, has
caused a shift of attention to short-term fixes designed to help a country
quickly climb the rankings, despite research showing that enduring changes
in education practice take decades, not a few years, to come to fruition.
For example, we know that the status of teachers and the prestige of
teaching as a profession have a strong influence on the quality of
instruction, but that status varies strongly across cultures and is not
easily influenced by short-term policy.
• By emphasising a narrow range of measurable aspects of education,
Pisa takes attention away from the less measurable or immeasurable
educational objectives like physical, moral, civic and artistic development,
thereby dangerously narrowing our collective imagination regarding what
education is and ought to be about.
• As an organisation of economic development, OECD is naturally biased
in favour of the economic role of public [state] schools. But preparing
young men and women for gainful employment is not the only, and not even the
main goal of public education, which has to prepare students for
participation in democratic self-government, moral action and a life of
personal development, growth and wellbeing.
• Unlike United Nations (UN) organisations such as UNESCO or UNICEF
that have clear and legitimate mandates to improve education and the lives
of children around the world, OECD has no such mandate. Nor are there, at
present, mechanisms of effective democratic participation in its education
decision-making process.
• To carry out Pisa and a host of follow-up services, OECD has
embraced "public-private partnerships" and entered into alliances with multi
-national for-profit companies, which stand to gain financially from any
deficits—real or perceived—unearthed by Pisa. Some of these companies
provide educational services to American schools and school districts on a
massive, for-profit basis, while also pursuing plans to develop for-profit
elementary education in Africa, where OECD is now planning to introduce the
Pisa programme.
• Finally, and most importantly: the new Pisa regime, with its
continuous cycle of global testing, harms our children and impoverishes our
classrooms, as it inevitably involves more and longer batteries of multiple-
choice testing, more scripted "vendor"-made lessons, and less autonomy for
teachers. In this way Pisa has further increased the already high stress
level in schools, which endangers the wellbeing of students and teachers.
These developments are in overt conflict with widely accepted principles of
good educational and democratic practice:
• No reform of any consequence should be based on a single narrow
measure of quality.
• No reform of any consequence should ignore the important role of non
-educational factors, among which a nation's socio-economic inequality is
paramount. In many countries, including the US, inequality has dramatically
increased over the past 15 years, explaining the widening educational gap
between rich and poor which education reforms, no matter how sophisticated,
are unlikely to redress.
• An organisation like OECD, as any organisation that deeply affects
the life of our communities, should be open to democratic accountability by
members of those communities.
We are writing not only to point out deficits and problems. We would also
like to offer constructive ideas and suggestions that may help to alleviate
the above mentioned concerns. While in no way complete, they illustrate how
learning could be improved without the above mentioned negative effects:
1 Develop alternatives to league tables: explore more meaningful and less
easily sensationalised ways of reporting assessment outcomes. For example,
comparing developing countries, where 15-year-olds are regularly drafted
into child labour, with first-world countries makes neither educational nor
political sense and opens OECD up for charges of educational colonialism.
2 Make room for participation by the full range of relevant constituents and
scholarship: to date, the groups with greatest influence on what and how
international learning is assessed are psychometricians, statisticians, and
economists. They certainly deserve a seat at the table, but so do many other
groups: parents, educators, administrators, community leaders, students, as
well as scholars from disciplines like anthropology, sociology, history,
philosophy, linguistics, as well as the arts and humanities. What and how we
assess the education of 15-year-old students should be subject to
discussions involving all these groups at local, national, and international
levels.
3 Include national and international organisations in the formulation of
assessment methods and standards whose mission goes beyond the economic
aspect of public education and which are concerned with the health, human
development, wellbeing and happiness of students and teachers. This would
include the above mentioned United Nations organisations, as well as teacher
, parent, and administrator associations, to name a few.
4 Publish the direct and indirect costs of administering Pisa so that
taxpayers in member countries can gauge alternative uses of the millions of
dollars spent on these tests and determine if they want to continue their
participation in it.
5 Welcome oversight by independent international monitoring teams which can
observe the administration of Pisa from the conception to the execution, so
that questions about test format and statistical and scoring procedures can
be weighed fairly against charges of bias or unfair comparisons.
6 Provide detailed accounts regarding the role of private, for-profit
companies in the preparation, execution, and follow-up to the tri-annual
Pisa assessments to avoid the appearance or reality of conflicts of interest.
7 Slow down the testing juggernaut. To gain time to discuss the issues
mentioned here at local, national, and international levels, consider
skipping the next Pisa cycle. This would give time to incorporate the
collective learning that will result from the suggested deliberations in a
new and improved assessment model.
We assume that OECD's Pisa experts are motivated by a sincere desire to
improve education. But we fail to understand how your organisation has
become the global arbiter of the means and ends of education around the
world. OECD's narrow focus on standardised testing risks turning learning
into drudgery and killing the joy of learning. As Pisa has led many
governments into an international competition for higher test scores, OECD
has assumed the power to shape education policy around the world, with no
debate about the necessity or limitations of OECD's goals. We are deeply
concerned that measuring a great diversity of educational traditions and
cultures using a single, narrow, biased yardstick could, in the end, do
irreparable harm to our schools and our students.
Sincerely,
Andrews, Paul Professor of Mathematics Education, Stockholm University
Atkinson, Lori New York State Allies for Public Education
Ball, Stephen J Karl Mannheim Professor of Sociology of Education, Institute
of Education, University of London
Barber, Melissa Parents Against High Stakes Testing
Beckett, Lori Winifred Mercier Professor of Teacher Education, Leeds
Metropolitan University
Berardi, Jillaine Linden Avenue Middle School, Assistant Principal
Berliner, David Regents Professor of Education at Arizona State University
Bloom, Elizabeth EdD Associate Professor of Education, Hartwick College
Boudet, Danielle Oneonta Area for Public Education
Boland, Neil Senior lecturer, AUT University, Auckland, New Zealand
Burris, Carol Principal and former Teacher of the Year
Cauthen, Nancy PhD Change the Stakes, NYS Allies for Public Education
Cerrone, Chris Testing Hurts Kids; NYS Allies for Public Education
Ciaran, Sugrue Professor, Head of School, School of Education, University
College Dublin
Deutermann, Jeanette Founder Long Island Opt Out, Co-founder NYS Allies for
Public Education
Devine, Nesta Associate Professor, Auckland University of Technology, New
Zealand
Dodge, Arnie Chair, Department of Educational Leadership, Long Island
University
Dodge, Judith Author, Educational Consultant
Farley, Tim Principal, Ichabod Crane School; New York State Allies for
Public Education
Fellicello, Stacia Principal, Chambers Elementary School
Fleming, Mary Lecturer, School of Education, National University of Ireland,
Galway
Fransson, Göran Associate Professor of Education, University of Gä
vle, Sweden
Giroux, Henry Professor of English and Cultural Studies, McMaster University
Glass, Gene Senior Researcher, National Education Policy Center, Santa Fe,
New Mexico
Glynn, Kevin Educator, co-founder of Lace to the Top
Goldstein, Harvey Professor of Social Statistics, University of Bristol
Gorlewski, David Director, Educational Leadership Doctoral Program, D'
Youville College
Gorlewski, Julie PhD, Assistant Professor, State University of New York at
New Paltz
Gowie, Cheryl Professor of Education, Siena College
Greene, Kiersten Assistant Professor of Literacy, State University of New
York at New Paltz
Haimson, Leonie Parent Advocate and Director of "Class Size Matters"
Heinz, Manuela Director of Teaching Practice, School of Education, National
University of Ireland Galway
Hughes, Michelle Principal, High Meadows Independent School
Jury, Mark Chair, Education Department, Siena College
Kahn, Hudson Valley Against Common Core
Kayden, Michelle Linden Avenue Middle School Red Hook, New York
Kempf, Arlo Program Coordinator of School and Society, OISE, University of
Toronto
Kilfoyle, Marla NBCT, General Manager of BATs
Labaree, David Professor of Education, Stanford University
Leonardatos, Harry Principal, high school, Clarkstown, New York
MacBeath, John Professor Emeritus, Director of Leadership for Learning,
University of Cambridge
McLaren, Peter Distinguished Professor, Chapman University
McNair, Jessica Co-founder Opt-Out CNY, parent member NYS Allies for Public
Education
Meyer, Heinz-Dieter Associate Professor, Education Governance & Policy,
State University of New York (Albany)
Meyer, Tom Associate Professor of Secondary Education, State University of
New York at New Paltz
Millham, Rosemary PhD Science Coordinator, Master Teacher Campus Director,
SUNY New Paltz
Millham, Rosemary Science Coordinator/Assistant Professor, Master Teacher
Campus Director, State University of New York, New Paltz
Oliveira Andreotti Vanessa Canada Research Chair in Race, Inequality, and
Global Change, University of British Columbia
Sperry, Carol Emerita, Millersville University, Pennsylvania
Mitchell, Ken Lower Hudson Valley Superintendents Council
Mucher, Stephen Director, Bard Master of Arts in Teaching Program, Los
Angeles
Tuck, Eve Assistant Professor, Coordinator of Native American Studies, State
University of New York at New Paltz
Naison, Mark Professor of African American Studies and History, Fordham
University; Co-Founder, Badass Teachers Association
Nielsen, Kris Author, Children of the Core
Noddings, Nel Professor (emerita) Philosophy of Education, Stanford
University
Noguera, Pedro Peter L. Agnew Professor of Education, New York University
Nunez, Isabel Associate Professor, Concordia University, Chicago
Pallas, Aaron Arthur I Gates Professor of Sociology and Education, Columbia
University
Peters, Michael Professor, University of Waikato, Honorary Fellow, Royal
Society New Zealand
Pugh, Nigel Principal, Richard R Green High School of Teaching, New York
City
Ravitch, Diane Research Professor, New York University
Rivera-Wilson Jerusalem Senior Faculty Associate and Director of Clinical
Training and Field Experiences, University at Albany
Roberts, Peter Professor, School of Educational Studies and Leadership,
University of Canterbury, New Zealand
Rougle, Eija Instructor, State University of New York, Albany
Rudley, Lisa Director: Education Policy-Autism Action Network
Saltzman, Janet Science Chair, Physics Teacher, Red Hook High School
Schniedewind, Nancy Professor of Education, State University of New York,
New Paltz
Silverberg, Ruth Associate Professor, College of Staten Island, City
University of New York
Sperry, Carol Professor of Education, Emerita, Millersville University
St. John, Edward Algo D. Henderson Collegiate Professor, University of
Michigan
Suzuki, Daiyu Teachers College at Columbia University
Swaffield, Sue Senior Lecturer, Educational Leadership and School
Improvement, University of Cambridge
Tanis, Bianca Parent Member: ReThinking Testing
Thomas, Paul Associate Professor of Education, Furman University
Thrupp, Martin Professor of Education, University of Waikato, New Zealand
Tobin, KT Founding member, ReThinking Testing
Tomlinson, Sally Emeritus Professor, Goldsmiths College, University of
London; Senior Research Fellow, Department of Education, Oxford University
Tuck, Eve Coordinator of Native American Studies, State University of New
York at New Paltz
VanSlyke-Briggs Kjersti Associate Professor, State University of New York,
Oneonta
Wilson, Elaine Faculty of Education, University of Cambridge
Wrigley, Terry Honorary senior research fellow, University of Ballarat,
Australia
Zahedi, Katie Principal, Linden Ave Middle School, Red Hook, New York
Zhao, Yong Professor of Education, Presidential Chair, University of Oregon | b********n
发帖数: 38600 | 2 Finally, and most importantly: the new Pisa regime, with its continuous
cycle of global testing, harms our children and impoverishes our classrooms,
as it inevitably involves more and longer batteries of multiple-choice
testing, more scripted "vendor"-made lessons, and less autonomy for teachers
. In this way Pisa has further increased the already high stress level in
schools, which endangers the wellbeing of students and teachers.
真是左逼呀 | c****3
发帖数: 10787 | 3 考试美帝肯定是不行的。时代不同了，美帝的年轻人已经远远不如冷战时期的父辈了
高科技没有中国人，还可以找印度人做PPT。靠着吃老本，还能混吃混喝几十年。 | b********n
发帖数: 38600 | 4 那也不能因为你胖，就把体秤给毁了呀
【在 c****3 的大作中提到】
: 考试美帝肯定是不行的。时代不同了，美帝的年轻人已经远远不如冷战时期的父辈了
: 高科技没有中国人，还可以找印度人做PPT。靠着吃老本，还能混吃混喝几十年。
| c****3
发帖数: 10787 | 5 为什么不可以，就是鸵鸟政策，眼不见为净。
【在 b********n 的大作中提到】
: 那也不能因为你胖，就把体秤给毁了呀
| b********n
发帖数: 38600 | 6 那是我大清国策
【在 c****3 的大作中提到】
: 为什么不可以，就是鸵鸟政策，眼不见为净。
| c****3
发帖数: 10787 | 7 美帝的教育质量，公平的说比北美国还要高不少。
和中国比，会引起内部争吵，还是和北美国比比较安全。
【在 b********n 的大作中提到】
: 那是我大清国策
| c*****a
发帖数: 1728 | 8 这是要搞哪样？什么叫“给教师更多自主权”？很多中小学教师本身的水平素质就很烂
了。 | c****i
发帖数: 7933 | 9 左逼真是中國最好的朋友，這幫人不是第五縱隊，還有誰能是？！
祝願美國左逼民主黨千秋萬載、一統江湖！ |
|
