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Franz Riffert 《Interchange》2005,36(1-2):231-252
First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators. 相似文献
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Wisdom has been a topic of religion and philosophy since the dawning of human civilization. But only during the last two or
three decades wisdom has become a topic of empirical research in developmental psychology, adult and old age education, as
well as in management and leadership studies. The aim of this paper is to elaborate a new definition of “wisdom,” in order
to provide a more adequate foundation for empirical wisdom research. To reach this goal, two empirical wisdom theories (Baltes
and Ardelt) and two philosophical wisdom approaches (Ryan and Whitehead) are presented, discussed, compared, and synthesized.
The results show that despite the fact that Baltes’ definition of “wisdom” is somewhat wider than Ardelt’s, their approaches
have many aspects in common. Additionally, also Whitehead’s ideas on wisdom are quite similar to Baltes’ core criteria concerning
wisdom-related knowledge, but Whitehead mentions two additional aspects which go beyond Baltes’ approach. Further, according
to Ryan, wise persons must have very few unjustified beliefs; this necessary condition for a wise person is neither mentioned
by Baltes, nor by Ardelt or Whitehead. Based on the ideas of these four approaches, a new definition of “wisdom” is presented,
in which wisdom is relativised to time indices and moral systems. This definition consists of a cognitive, an ethical, and
a reflective component. Further it is shown that Fischer’s and Dawson’s Lectical Assessment System is a major candidate for measuring wisdom on the basis of our new definition. 相似文献
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Riffert Franz Hagenauer Gerda Kriegseisen Josef Strahl Alexander 《Research in Science Education》2021,51(6):1481-1499
Research in Science Education - Over the past several decades, empirical support for inquiry-based forms of science teaching has accumulated. Critical voices, however, also exist, claiming that... 相似文献
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