Název: Základná škola ako perlorodka : prípadová štúdia prevzatia a spracovania národného testovania školskými aktérmi
Variantní název:
- Primary school as an oyster : case study of the adoption and processing of national testing by school actors
Zdrojový dokument: Studia paedagogica. 2022, roč. 27, č. 3, s. [33]-62
Rozsah
[33]-62
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2022-3-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.77155
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Príspevok sa zaoberá problematikou skúmania národných testovaní žiakov základných škôl. Špecificky si všíma dopady, ktoré školy znášajú ako nezamýšľané dôsledky testovania. Poskytuje základný vhľad do tejto formy systémovej evaluácie a jej osobitých znakov viazaných na slovenský kontext. Prináša prípadovú štúdiu autorského spracovania národných testovaní do podoby, v ktorej sa odráža interpretácia testovacieho nástroja konkrétnou základnou školou. Prostredníctvom dlhodobého zúčastneného pozorovania a rozhovorov s rôznymi účastníkmi testovania piatakov a deviatakov na bratislavskej škole zachytáva a opisuje tie aspekty procesu, ktoré sú viazané na špecifiká konkrétnej školy. Tieto odhaľuje a diskutuje z troch perspektív. V rámci procedúry testovania je odhalený pervazívny charakter tohto nástroja vzdelávacej politiky. Z perspektívy distribúcie moci sú pomenované zmeny vzťahov vnútri inštitúcie školy a tiež vo vzťahu k vonkajším inštitúciám. Zaznamené sú tiež rituály a tradície, ktoré si škola v súvislosti s testovaniami vytvorila.
The text contributes to the issue of examining national testing in primary schools. It specifically notes the consequences that schools suffer as unintended outcomes of testing. It provides a basic insight into this form of systemic evaluation and its specific characteristics related to the Slovak context. It offers a case study of the author's processing of national tests into a form that reflects the identity and specific nature of a particular primary school. Through long-term participatory observation and interviews with various participants in national testing of 5th and 9 th grade pupils at a Bratislava school, the text captures and describes those aspects of the process that are tied to the specific characteristics of a particular school. These are revealed and discussed from three perspectives. The testing procedure reveals the pervasive nature of this educational policy tool. From the perspective of power distribution, changes in relations within the school institution and in relation to external institutions are named. The rituals and traditions that the school has developed in connection with testing are also recorded.
Note
Text je súčasťou riešenia projektu VEGA 1/0303/22 "Descholarizácia a domáce vzdelávanie v nových sociálnych a pedagogických situáciách a kontextoch".
Reference
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[28] Kezar, A. (2013). Understanding sensemaking/sensegiving in transformational change processes from the bottom up. Higher Education, 65(6), 761–780. https://doi.org/10.1007/s10734-012-9575-7
[29] Larsson, M. & Olin-Scheller, Ch. (2020). Adaptation and resistance: Washback effects of the national test on upper secondary Swedish teaching. The Curriculum Journal, 31(4), 687–703. https://doi.org/10.1002/curj.31
[30] Leckie, G. & Goldstein, H. (2019). The importance of adjusting for pupil background in school value-added models: A study of Progress 8 and school accountability in England. British Educational Research Journal, 45(3), 518–537. https://doi.org/10.1002/berj.3511
[31] Maguire, M., Braun, A. & Ball, S. (2014). "Where you stand depends on where you sit": The social construction of policy enactment in the (English) secondary school. Discourse: Studies in the Cultural Politics of Education, 36(4), 485–499. https://doi.org/10.1080/01596306.2014.977022
[32] Merriam, S. B. (2019). Introducing to qualitative research. In S. B. Merriam & R. S. Grenier (Eds.) Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.
[33] Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy, 3(1), 82–100. https://doi.org/10.2478/v10159-012-0004-x
[34] Nichols, S. L. & Berliner, D. C. (2007a). Collateral damage: How high stakes testing corrupts America's schools. Harvard University Press.
[35] Nichols, S. L., & Berliner, D. C. (2007b). The pressure to cheat in a high stakes testing environment. Psychology of Academic Cheating, 289–311. https://doi.org/10.1016/B978-012372541-7/50016-4
[36] NÚCEM. (2018). Pokyny pre administrátorov k testovaniu žiakov 5. ročníka ZŠ. https://www.nucem.sk/dl/3827/Pokyny_pre_koordinatorov_T5_2018_final1.pdf
[37] NÚCEM. (2019). Pokyny pre administrátorov k testovaniu žiakov 9. ročníka ZŠ. https://www.nucem.sk/dl/4088/Pokyny%20pre%20koordinatorov%20T9_2019_na%20zverejnenie.pdf
[38] NÚCEM. (2021a). Základné informácie a pokyny k celoslovenskému testovaniu žiakov 5. ročníka základných škôl T5 2022. https://www.nucem.sk/sk/merania/narodne-merania/testovanie-5
[39] NÚCEM. (2021b). Základné informácie a pokyny k celoslovenskému testovaniu žiakov 9. ročníka základných škôl T9 2022. https://www.nucem.sk/sk/merania/narodne-merania/testovanie-9
[40] Oliver, C. (1991). Strategic responses to institutional processes. The Academy of Management Review, 16(1), 145–179. https://doi.org/10.5465/amr.1991.4279002
[41] Phelps, R. P. (2019). Test frequency, stakes, and feedback in student achievement: A meta-analysis. Evaluation Review, 43(3-4), 111–151. https:// target=_blank>DOI 10.1177/0193841X19865628" target="_blank">https://
[42] Self D. R., Armenakis, A. A., & Schraeder, M. (2007). Organizational change content, process, and context: A simultaneous analysis of employee reactions. Journal of Change Management, 7(2), 211–229. https://doi.org/10.1080/14697010701461129
[43] Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research project. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
[44] Smith, C. W. (2014). Global expansion of the testing culture: National testing policies and the reconstruction of education [Dissertation, Pensylvania State University]. https://etda.libraries.psu.edu/files/final_submissions/10282
[45] Smith, P., & Abbott, I. (2014). Local responses to national policy. Educational Management Administration and Leadership, 42(3), 341–354. https://doi.org/10.1177%2F1741143214521593
[46] Spillane, J. P. (2005). Standards deviation: How schools misunderstand education policy. CPRE Policy Briefs. https://repository.upenn.edu/cpre_policybriefs/31
[47] ŠŠI. (2017). Správa o kontrole zabez pečenia účasti žiakov na Testovaní 5-2017. https://www.ssi.sk/wp-content/uploads/2020/12/ZS_Zabezpecenie_T5.pdf
[48] Vyhláška MŠ SR č. 320/2008 Z. z. o Základnej škole. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2008/320/20150901
[49] Whetton, Ch. (2009). A brief history of a testing time: National curriculum assessment in England 1989–2008. Educational Research, 51(2), 137–159. https://doi.org/10.1080/00131880902891222
[50] Wolf, I. F., & Janssens, F. J. G. (2007). Effects and side effects of inspections and accountability in education, an overview of empirical studies. Oxford Review of Education, 33(3), 397–396. https://doi.org/10.1080/03054980701366207
[51] Ysseldyke, J. N., Nelson J. R., Christenson S. J., David R., Dennison, A., Triezenberg, H., Sharpe, M. & Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children, 71(1), 75–94. https://doi.org/10.1177/001440290407100105
[52] Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2008/245/
[2] Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25–45. http://dx.doi.org/10.1080/00220272.2010.521261
[3] Ball, S. (1993). What is policy? Texts, trajectories and toolboxes. Discourse: Studies in the Cultural Politics of Education, 13(2), 10–17. https://doi.org/10.1080/0159630930130203
[4] Ball, S., Maguire, M., Braun, A., Perryman, J. & Hoskins, K. (2011). Assessment technologies in schools: 'deliverology' and the 'play of dominations'. Research Papers in Education, 27(5) 1–12. https://doi.org/10.1080/02671522.2010.550012
[5] Balogun, J. & Johnson, G. (2005). From intended strategies to unintended outcomes: The impact of change recipient sensemaking. Organization Studies, 26(11), 1573–1601. https://doi.org/10.1177/0170840605054624
[6] Borecký, V. (2005). Imaginace, hra a komika. Triton.
[7] Braun, A., Ball, S. J., & Maguire, M. (2011). Policy enactments in schools introduction: Towards a toolbox for theory and research. Discourse: Studies in the Cultural Politics of Education, 32(4), 581–583. https://doi.org/10.1080/01596306.2011.601554
[8] Braun, A., Maguire, M., & Ball, S. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560. https://doi.org/10.1080/02680931003698544
[9] Breakspeare, S. 2012. The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance. OECD Publishing.
[10] Coburn, C. (2005). Shaping teacher sensemaking: school leaders and the enactment of Reading Policy. Educational Policy, 9(3), 476–509. https://doi.org/10.1177/0895904805276143
[11] Figlio, D. N., & Getzler, L. S. (2002). Accountability, ability, and disability: gaming the system. National Bureau of Economic Research Working Paper 9307. Cambridge, MA. https://doi.org/10.3386/w9307
[12] Filagová, M. (2021a). Postoje učiteľov a riaditeľov T5 alebo "Keď hneď každý môže povedať ale, ale, ale..." In O. Kaščák (Eds.), Nenápadná reforma (s. 138–161). Typi Universitatis Tyrnaviensis.
[13] Filagová, M. (2021b). Meranie teploty lyžičkou?... alebo "Načo to všetko?" In O. Kaščák (Eds.), Nenápadná reforma (s. 240–266). Typi Universitatis Tyrnaviensis.
[14] Hanushek, E. A. & Raymond, M. E. (2005). Does school accountability lead to improved performance? Journal of Policy Analysis and Management, 24(2), 297–327. https://doi.org/10.1002/pam.20091
[15] Harrison, Ch., Brown, S., Rutledge, S., & Wachen, J. (2015). Translating educational research into practice: A cross-institional telephone game? Research report, Vanderbilt University. https://my.vanderbilt.edu/scalingupcenter/files/2017/02/ranslating-Educational-Research-into-Practice-A-Cross-institutional-Telephone-Game-.pdf
[16] Heretik, A. (2019). Humor. Ikar.
[17] House, E. R., & Mcquillan, P. J. (2005). Three perspectives on school reform. In A. Lieberman (Eds.) The roots of educational change (pp. 186–201). Springer.
[18] Hubbard, L., Mehan, H. & Stein, M. K. (2006). Reform as learning. School reform, organizational culture and community politics in San Diego. Routledge.
[19] Hutchins, M. (2015). Exam factories? The impact of accountability measures on children and young people. Communications Department of The National Union of Teacher. https://researchgate.net/publication/309771525
[20] Hutchins, M. (2021). Accountability, social justice and educational research. In A. Ross (Eds.), Educational research for social justice: Evidence and practice from the UK. Springer.
[21] Jacob, B. A. (2005). Accountability, incentives and behavior: Evidence from school reform in Chicago. Journal of Public Economics, 89(5–6), 761–796.
[22] Jacob, B. A. & Levitt, S. D. (2002). Catching cheating teachers: The results of an unusual experiment in implementing theory. Working Paper 9414. http://www.nber.org/papers/w9414
[23] Jacob, B. A., & Levitt, S. D. (2003). Rotten apples: An investigation of the prevalence and predictors of teacher cheating. Quarterly Journal of Economics, 118(3), 843–877. http://dx.doi.org/10.1162/00335530360698441
[24] Kamens, D. H., & McNeely, C. L. (2010). Globalization and the growth of international educational testing and national assessment. Comparative Education Review, 54(1), 5–25. https://doi.org/10.1086/648471
[25] Kanovská, R., & Šnídlová, M. (2012). Strategické iniciatívy. In A. Mentel., M. Pokorný (Eds.), Súhrnná správa o stave hodnotenia školského systému, škôl, učiteľov a žiakov v Slovenskej republike (s. 77–78). NÚCEM.
[26] Kaščák, O. (2021a). Podmienky T5 alebo Foucaltovo panoptikum. In O. Kaščák (Eds.), Nenápadná reforma (s. 80–98). Typi Universitatis Tyrnaviensis.
[27] Kaščák, O. (2021b). Podmienky T5 alebo "Taxatívne podľa pokynov NÚCEM-u". In O. Kaščák (Eds.), Nenápadná reforma (s. 71–79). Typi Universitatis Tyrnaviensis.
[28] Kezar, A. (2013). Understanding sensemaking/sensegiving in transformational change processes from the bottom up. Higher Education, 65(6), 761–780. https://doi.org/10.1007/s10734-012-9575-7
[29] Larsson, M. & Olin-Scheller, Ch. (2020). Adaptation and resistance: Washback effects of the national test on upper secondary Swedish teaching. The Curriculum Journal, 31(4), 687–703. https://doi.org/10.1002/curj.31
[30] Leckie, G. & Goldstein, H. (2019). The importance of adjusting for pupil background in school value-added models: A study of Progress 8 and school accountability in England. British Educational Research Journal, 45(3), 518–537. https://doi.org/10.1002/berj.3511
[31] Maguire, M., Braun, A. & Ball, S. (2014). "Where you stand depends on where you sit": The social construction of policy enactment in the (English) secondary school. Discourse: Studies in the Cultural Politics of Education, 36(4), 485–499. https://doi.org/10.1080/01596306.2014.977022
[32] Merriam, S. B. (2019). Introducing to qualitative research. In S. B. Merriam & R. S. Grenier (Eds.) Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.
[33] Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy, 3(1), 82–100. https://doi.org/10.2478/v10159-012-0004-x
[34] Nichols, S. L. & Berliner, D. C. (2007a). Collateral damage: How high stakes testing corrupts America's schools. Harvard University Press.
[35] Nichols, S. L., & Berliner, D. C. (2007b). The pressure to cheat in a high stakes testing environment. Psychology of Academic Cheating, 289–311. https://doi.org/10.1016/B978-012372541-7/50016-4
[36] NÚCEM. (2018). Pokyny pre administrátorov k testovaniu žiakov 5. ročníka ZŠ. https://www.nucem.sk/dl/3827/Pokyny_pre_koordinatorov_T5_2018_final1.pdf
[37] NÚCEM. (2019). Pokyny pre administrátorov k testovaniu žiakov 9. ročníka ZŠ. https://www.nucem.sk/dl/4088/Pokyny%20pre%20koordinatorov%20T9_2019_na%20zverejnenie.pdf
[38] NÚCEM. (2021a). Základné informácie a pokyny k celoslovenskému testovaniu žiakov 5. ročníka základných škôl T5 2022. https://www.nucem.sk/sk/merania/narodne-merania/testovanie-5
[39] NÚCEM. (2021b). Základné informácie a pokyny k celoslovenskému testovaniu žiakov 9. ročníka základných škôl T9 2022. https://www.nucem.sk/sk/merania/narodne-merania/testovanie-9
[40] Oliver, C. (1991). Strategic responses to institutional processes. The Academy of Management Review, 16(1), 145–179. https://doi.org/10.5465/amr.1991.4279002
[41] Phelps, R. P. (2019). Test frequency, stakes, and feedback in student achievement: A meta-analysis. Evaluation Review, 43(3-4), 111–151. https:// target=_blank>DOI 10.1177/0193841X19865628" target="_blank">https://
[42] Self D. R., Armenakis, A. A., & Schraeder, M. (2007). Organizational change content, process, and context: A simultaneous analysis of employee reactions. Journal of Change Management, 7(2), 211–229. https://doi.org/10.1080/14697010701461129
[43] Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research project. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
[44] Smith, C. W. (2014). Global expansion of the testing culture: National testing policies and the reconstruction of education [Dissertation, Pensylvania State University]. https://etda.libraries.psu.edu/files/final_submissions/10282
[45] Smith, P., & Abbott, I. (2014). Local responses to national policy. Educational Management Administration and Leadership, 42(3), 341–354. https://doi.org/10.1177%2F1741143214521593
[46] Spillane, J. P. (2005). Standards deviation: How schools misunderstand education policy. CPRE Policy Briefs. https://repository.upenn.edu/cpre_policybriefs/31
[47] ŠŠI. (2017). Správa o kontrole zabez pečenia účasti žiakov na Testovaní 5-2017. https://www.ssi.sk/wp-content/uploads/2020/12/ZS_Zabezpecenie_T5.pdf
[48] Vyhláška MŠ SR č. 320/2008 Z. z. o Základnej škole. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2008/320/20150901
[49] Whetton, Ch. (2009). A brief history of a testing time: National curriculum assessment in England 1989–2008. Educational Research, 51(2), 137–159. https://doi.org/10.1080/00131880902891222
[50] Wolf, I. F., & Janssens, F. J. G. (2007). Effects and side effects of inspections and accountability in education, an overview of empirical studies. Oxford Review of Education, 33(3), 397–396. https://doi.org/10.1080/03054980701366207
[51] Ysseldyke, J. N., Nelson J. R., Christenson S. J., David R., Dennison, A., Triezenberg, H., Sharpe, M. & Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities. Exceptional Children, 71(1), 75–94. https://doi.org/10.1177/001440290407100105
[52] Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov. https://www.slov-lex.sk/pravne-predpisy/SK/ZZ/2008/245/