The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2021-04-04 DOI:10.1080/0969594X.2021.1900775

Sophia Gorgodze, Lela Chakhaia

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引用次数: 3

Abstract

ABSTRACT Trust in centralised high-stakes exams in Georgia has grown since 2005, when the introduction of nationwide standardised tests for university entry successfully eradicated the deep-rooted corruption in the admissions system. In 2011, another set of high-stakes exams were introduced for school graduation, resulting in a minimum of 12 exams for secondary school graduation and university entry. The examination system reform in 2019 was limited to abolishing the school graduation exams and reducing the number of university admission exams. Fewer exams instigated the fear of decrease in student motivation and the deterioration of learning outcomes among some stakeholders. This article describes how centralised high-stakes assessments have become an integral part of the education system, cites available evidence on their impact, accounts for recent changes, and argues that overreliance on centralised high-stakes exams is due to complex educational, political and social processes that make it difficult to transform the system.

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集中高风险考试的使用与滥用——格鲁吉亚的评估政策与实践

2005年，格鲁吉亚引入了全国范围的大学入学标准化考试，成功地根除了招生系统中根深蒂固的腐败现象，自此以后，人们对集中的高风险考试的信任与日俱增。2011年，另一套高风险的中学毕业考试被引入，导致中学毕业和大学入学考试至少有12场。2019年的考试制度改革仅限于取消学校毕业考试和减少大学入学考试。考试的减少引发了一些利益相关者对学生动力下降和学习成果恶化的担忧。本文描述了集中的高风险评估如何成为教育系统不可或缺的一部分，引用了有关其影响的现有证据，解释了最近的变化，并认为过度依赖集中的高风险考试是由于复杂的教育、政治和社会过程，这使得系统难以转变。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.