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.

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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

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