International Assessment of Student Achievement

Argues that international tests of student achievement cannot be trusted to deliver the final word on students' ability or progress. Argues that educators need to support local movements to redesign curriculum and reconceptualize teaching for particular communities. Supports the "benchmark...

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Bibliographic Details
Published in:The Clearing house 1998-03, Vol.71 (4), p.196-197
Main Author: Poetter, Thomas S.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement tests
College students
Communities
Comparative Education
Curricula
Curriculum
Education
Education reform
Educational Attainment
Educational research
Educational Researchers
Educational standards
Elementary Secondary Education
Instructional Leadership
Politics of Education
Sabers
School Community Relationship
Student Evaluation
Student Experience
Teachers
Test scores
Test Use
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Summary:Argues that international tests of student achievement cannot be trusted to deliver the final word on students' ability or progress. Argues that educators need to support local movements to redesign curriculum and reconceptualize teaching for particular communities. Supports the "benchmarking" and "standards" movements in the management field. (SR)
ISSN:0009-8655
1939-912X
DOI:10.1080/00098659809599358