Beyond washback effect: A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness

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Beyond washback effect: A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness. / Holm, Lars; Kousholt, Kristine.

In: Annual Review of Critical Psychology (Online), Vol. 16, 2019, p. 917-952.

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@article{09afa2fb0567456bbb32f885c94ceb1e,
title = "Beyond washback effect:: A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness",
abstract = "The growth in international assessments within education, and the frequently intense attention the results garner, make it highly relevant to examine how these assessments are affecting the ways in which education is understood, defined, and practiced. In order to analyze some of the complex consequences of educational assessment, we propose a multi-disciplinary approach that combines perspectives from Latour´s actor-network theory and critical psychology – a combination chosen in order to contribute to the critique of testing in a way that goes beyond common understandings of washback effects. This multi-disciplinary approach is applied to data from longitudinal fieldwork in five schools in Denmark. We analyze how the Danish national test in literacy becomes part of the social construction of cleverness and, in this way, interrogate the traditional understanding of positive or negative washback effects. The findings reported in this article reveal some of the significance of assessment with regard to how pupils´ cleverness is negotiated and constructed in and around literacy testing, and at concomitantly demonstrate how cross-disciplinary concepts based on theories of everyday life can contribute to the field of testing research with a critical perspective ",
keywords = "Test og karakter, Grundskole",
author = "Lars Holm and Kristine Kousholt",
note = "Special Issue: Kritische Psychologie",
year = "2019",
language = "English",
volume = "16",
pages = "917--952",
journal = "Annual Review of Critical Psychology (Online)",
issn = "1746-739X",
publisher = "Manchester Metropolitan University Discourse Unit",

}

RIS

TY - JOUR

T1 - Beyond washback effect:

T2 - A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness

AU - Holm, Lars

AU - Kousholt, Kristine

N1 - Special Issue: Kritische Psychologie

PY - 2019

Y1 - 2019

N2 - The growth in international assessments within education, and the frequently intense attention the results garner, make it highly relevant to examine how these assessments are affecting the ways in which education is understood, defined, and practiced. In order to analyze some of the complex consequences of educational assessment, we propose a multi-disciplinary approach that combines perspectives from Latour´s actor-network theory and critical psychology – a combination chosen in order to contribute to the critique of testing in a way that goes beyond common understandings of washback effects. This multi-disciplinary approach is applied to data from longitudinal fieldwork in five schools in Denmark. We analyze how the Danish national test in literacy becomes part of the social construction of cleverness and, in this way, interrogate the traditional understanding of positive or negative washback effects. The findings reported in this article reveal some of the significance of assessment with regard to how pupils´ cleverness is negotiated and constructed in and around literacy testing, and at concomitantly demonstrate how cross-disciplinary concepts based on theories of everyday life can contribute to the field of testing research with a critical perspective

AB - The growth in international assessments within education, and the frequently intense attention the results garner, make it highly relevant to examine how these assessments are affecting the ways in which education is understood, defined, and practiced. In order to analyze some of the complex consequences of educational assessment, we propose a multi-disciplinary approach that combines perspectives from Latour´s actor-network theory and critical psychology – a combination chosen in order to contribute to the critique of testing in a way that goes beyond common understandings of washback effects. This multi-disciplinary approach is applied to data from longitudinal fieldwork in five schools in Denmark. We analyze how the Danish national test in literacy becomes part of the social construction of cleverness and, in this way, interrogate the traditional understanding of positive or negative washback effects. The findings reported in this article reveal some of the significance of assessment with regard to how pupils´ cleverness is negotiated and constructed in and around literacy testing, and at concomitantly demonstrate how cross-disciplinary concepts based on theories of everyday life can contribute to the field of testing research with a critical perspective

KW - Test og karakter

KW - Grundskole

M3 - Journal article

VL - 16

SP - 917

EP - 952

JO - Annual Review of Critical Psychology (Online)

JF - Annual Review of Critical Psychology (Online)

SN - 1746-739X

ER -