Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA
Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA
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将残疾学生排除在成就文化之外：TIMSS、PIRLS 和 PISA 的案例
DOI：
10.1080/02680939.2012.708789
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发表时间：
2013
影响因子：
2.5
通讯作者：
Matthew J. Schuelka
中科院分区：
文献类型：
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作者：
Matthew J. Schuelka
国际成绩测试仅测量特定的学术科目，但具有更大的教育政策影响。这些测试来总结国家教育体系，并在国家和国际话语中使用。然而，残疾学生被完全排除在成就讨论之外。《国际数学和科学研究趋势》、《国际阅读素养研究进展》和《国际学生评估方案》在测试机构设立“理想目标人群”并报告测试参与情况时，都积极将残疾学生排除在测试之外。这种排斥性的话语确定残疾学生不属于成绩和教育评价文化，这对有关教育公平的政策产生了影响，并维持了对低期望的压制。美国的政策要求95%的学生参加成绩测试，并给予合理的住宿。本文认为，国际成就测验应遵循同一标准。
International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely excluded from participation in the discourse of achievement. The Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Programme for International Student Assessment all actively exclude students with disabilities from being measured when the testing agencies set up ‘desired target populations’ and report out on testing participation. This exclusionary discourse establishes that students with disabilities do not belong in a culture of achievement and educational evaluation, which has an impact on policies concerning educational equity and maintains the oppression of low expectations. US policy requires that 95% of all students take achievement tests and be given reasonable accommodations. This paper concludes that international achievement tests should follow the same standard.