Education by numbers : the tyranny of testing / Warwick Mansell
Tipo de material:
TextoSeries Politico'sDetalles de publicación: London : Methuen, 2007 Descripción: XVII, 270 p. ; 24 cmISBN: 978-1-84275-199-2Tema(s): Tests y pruebas en educación -- Gran Bretaña | Gran Bretaña -- Política educativa | Education -- Standards -- Great Britain | Educational tests and measurements -- Great Britain | Education and state -- Great BritainResumen: Warwick Mansell argues that England no longer has a state education system worthy the name. Instead, England's education system is now an exams system. (p. 3), and the energies of those involved in it are misdirected towards maximising results rather than nurturing the minds, hearts and spirits of those who learn and teach: I believe that teaching to the test, so far from being discouraged, is now the guiding philosophy behind England's approach to education. [T]his approach is a disaster, since education, is not about following rules. It is about engagement with a subject, seeing connections and. thinking critically. (pp. 228-9) Mansell has certainly engaged with his subject, spending three years anatomising England's testing-regime. While not exploring the connections, he links school testing to the wider governmental obsession with public sector performance or output numerically rendered, and with the commodification of knowledge.
| Tipo de ítem | Biblioteca de origen | Signatura | URL | Estado | Fecha de vencimiento | Código de barras | Reserva de ítems |
|---|---|---|---|---|---|---|---|
| Fuera de préstamo | 02. BIBLIOTECA CAMPUS PUERTO REAL | Grupo de investigación Félix Angulo - 371.27/MAN/edu (Navegar estantería(Abre debajo)) | Texto completo | No para préstamo (Uso restringido) | 3743064979 |
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Warwick Mansell argues that England no longer has a state education system worthy the name. Instead, England's education system is now an exams system. (p. 3), and the energies of those involved in it are misdirected towards maximising results rather than nurturing the minds, hearts and spirits of those who learn and teach: I believe that teaching to the test, so far from being discouraged, is now the guiding philosophy behind England's approach to education. [T]his approach is a disaster, since education, is not about following rules. It is about engagement with a subject, seeing connections and. thinking critically. (pp. 228-9) Mansell has certainly engaged with his subject, spending three years anatomising England's testing-regime. While not exploring the connections, he links school testing to the wider governmental obsession with public sector performance or output numerically rendered, and with the commodification of knowledge.
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