Teacher and headmaster attitudes towards benchmarking and high-stakes testing in adult teaching in Denmark

TY - UNPB

T1 - Teacher and headmaster attitudes towards benchmarking and high-stakes testing in adult teaching in Denmark

AU - Petersen, Karen Bjerg

N1 - Konferenceudgave

PY - 2011/5/16

Y1 - 2011/5/16

N2 - Based on research, surveys and interviews the paper traces teacher and headmaster attitudes towards the introduction of benchmarking and high-stakes language testing introduced in the wake of a neo-liberal education policy in adult teaching for migrants in Denmark in the 2000s. The findings show that the majority of teachers and headmasters reject benchmarking. Meanwhile, due to both headmasters and language teachers the introduction of high stakes language testing has had an immense impact on the organization, content and quality of adult language teaching. On the one side teachers do not necessarily reject assessment and language tests or the fact that assessment may increase efficiency. According to the findings the introduction of high stakes testing in adult teaching on the other side has led to a range of paradoxes and negative effects such as less and diminished language competence among students, reduced use of both project work and non test related activities and stressful working conditions.

AB - Based on research, surveys and interviews the paper traces teacher and headmaster attitudes towards the introduction of benchmarking and high-stakes language testing introduced in the wake of a neo-liberal education policy in adult teaching for migrants in Denmark in the 2000s. The findings show that the majority of teachers and headmasters reject benchmarking. Meanwhile, due to both headmasters and language teachers the introduction of high stakes language testing has had an immense impact on the organization, content and quality of adult language teaching. On the one side teachers do not necessarily reject assessment and language tests or the fact that assessment may increase efficiency. According to the findings the introduction of high stakes testing in adult teaching on the other side has led to a range of paradoxes and negative effects such as less and diminished language competence among students, reduced use of both project work and non test related activities and stressful working conditions.

KW - high-stakes test

KW - test

KW - dansk som andetsprog

KW - accountability

KW - Danish as a second language

KW - high-stakes testing

KW - Måling

KW - Livslang læring

KW - Dansk som 2. sprog

KW - Måling

KW - Livslang læring

KW - Dansk som 2. sprog

M3 - Working paper

SP - 1

EP - 8

BT - Teacher and headmaster attitudes towards benchmarking and high-stakes testing in adult teaching in Denmark

PB - Danmarks Pædagogiske Universitetsskole, Aarhus Universitet

CY - København

ER -