Meanings of Test Preparation
Meanings of Test Preparation
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考试准备的含义
DOI：
10.3102/00028312028003521
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发表时间：
1991
期刊：
影响因子：
--
通讯作者：
M. Smith
中科院分区：
文献类型：
--
作者：
M. Smith
本研究以质性研究的方式探讨国小外部测验的角色，建构出测验准备的意义类型。基于长期的，密集的观察和互动与两所小学和临床访谈的分析，我们发现了八种类型的取向准备学生采取强制性的，高风险的成绩测试。这些措施包括：（a）没有特别准备的普通课程;（B）教授应试技巧;（c）劝诫;（d）教授已知考试涵盖的内容;（e）教授考试的形式和内容;（f）压力预防;（g）练习考试或平行考试项目;（h）作弊。教师的意义与学校管理者、考试专家和学校评论家对考试准备的意义进行了对比。用微观政治学的一些概念分析了意义的结构。
From a qualitative study of the role of external testing in elementary schools, a typology of meanings of test preparation was constructed. Based on long-term, intensive observation and interaction with two elementary schools and the analysis of clinical interviews, we found eight types of orientation toward preparing pupils to take mandated, high-stakes achievement tests. These included (a) ordinary curriculum with no special preparation, (b) teaching test-taking skills, (c) exhortation, (d) teaching content known to be covered by the test, (e) teaching to the test in format and content, (f) stress inoculation, (g) practicing test or parallel test items, and (h) cheating. Meanings of teachers are contrasted with meanings of test preparation held by school administrators, testing experts, and school critics. The structure of meanings is analyzed with some concepts of micropolitics.