Learning as Mimicry, Teaching as Coerced Compliance: the continuing damage caused by a high-stakes summative testing regime
FORUM - ISSN 0963-8253
Volume 61 Number 3 (2019)
Learning as Mimicry, Teaching as Coerced Compliance: the continuing damage caused by a high-stakes summative testing regime
PATRICK YARKER pages 427-436
DOI: 10.15730/forum.2019.61.3.427
Abstract
The requirement to ready pupils for high-stakes summative testing continues to undermine and baulk teachers as they try to act in line with their pedagogical principles. For some - perhaps many - practitioners this experience is increasingly insupportable and gives rise to profound inner conflict. Test readying promotes in pupils a necessary mimicry. This falsifies the relationship between teachers and pupils on which better kinds of learning depend.
To cite this article
PATRICK YARKER (2019) Learning as Mimicry, Teaching as Coerced Compliance: the continuing damage caused by a high-stakes summative testing regime, FORUM, 61(3), 427-436. https://doi.org/10.15730/forum.2019.61.3.427