This chapter discusses some of the criticisms of standardized assessments by doing a document analysis of mainly Mexico's and Argentina's ministries of education's web sites and exploring the theoretical work of diverse authors, mainly critical pedagogues and culturalists. This chapter argues that the process of assessment using standardized tests is a highly political and even commercial process, but the challenge to compete globally, still perform locally, collaborate in solidarity, and decide collectively whose knowledge is of most worth is still before us. As exemplified in Mexico's test ENLACE, standardized tests tend to show a negative bias against minorities and tendency to highlight certain values and knowledge. Countries should seek for as many partnership opportunities with teachers and communities to be able to assess learning collectively and even consider not adopting policies passively, as opposed to having an international organization or policy dictating what is worth knowing and testing. This way, assessment will still help countries compete globally, still perform locally, and collaborate in solidarity.
Fernanda Pineda, M. (2010), "Standardized tests in an era of international competition and accountability", Wiseman, A. (Ed.) The Impact of International Achievement Studies on National Education Policymaking (International Perspectives on Education and Society, Vol. 13), Emerald Group Publishing Limited, Bingley, pp. 331-353. https://doi.org/10.1108/S1479-3679(2010)0000013015Download as .RIS
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