TY  - CHAP
AB  - 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.
VL  - 13
SN  - 978-0-85724-449-9, 978-0-85724-450-5/1479-3679
DO  - 10.1108/S1479-3679(2010)0000013015
UR  - https://doi.org/10.1108/S1479-3679(2010)0000013015
AU  - Fernanda Pineda M.
ED  - Alexander W. Wiseman
PY  - 2010
Y1  - 2010/01/01
TI  - Standardized tests in an era of international competition and accountability
T2  - The Impact of International Achievement Studies on National Education Policymaking
T3  - International Perspectives on Education and Society
PB  - Emerald Group Publishing Limited
SP  - 331
EP  - 353
Y2  - 2024/04/25
ER  -