The global expansion of the testing culture: National testing policies and the reconstruction of education.

open_access
Open Access
Author:
Smith, William Clem
Graduate Program:
Educational Theory and Policy
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
October 10, 2014
Committee Members:
David P Baker, Dissertation Advisor/Co-Advisor
David P Baker, Committee Chair/Co-Chair
Katerina Bodovski, Committee Member
Soo Yong Byun, Committee Member
Molly Martin, Committee Member
Keywords:
Testing
Accountability
World Culture
Hierarchical Linear Modeling
PISA
Abstract:
To ensure equal access to high quality education, the global expansion of universal basic education has included accountability measures in the form of academic tests. As the global community adjusts from educational access to educational quality, educators (teachers and principals) are increasingly held accountable for student test scores. Testing for accountability attempts to modify educator behavior by connecting formal or informal, positive or negative consequences to school aggregate test scores. This study examines the association of this international phenomenon with school structures and student outcomes. The investigation begins by exploring the global transformation toward testing for accountability in light of the emerging global culture, identified by World Culture theorists. As testing for accountability emerges as a legitimate global practice questions arise as to how it will shape education and impact students. To address these questions this study maps participants from the 2009 Programme for International Student Assessment into four National Testing Policy (NTP) categories: Formative, Summative, Evaluative, and Formal Sanction/Reward. Using a three level random coefficient Hierarchical Linear Model to capture the nested nature of the data three research questions are addressed: (1) How is national testing policy related to the degree schools incorporate testing into their practices and policies? (2) Does the incorporation of testing into a school structure vary by the school’s economic and/or academic composition? And (3) how does the national testing policy and corresponding policy coupling influence student outcomes? Results suggest that schools in testing for accountability systems are more likely to use student test scores for school accountability purposes. Additionally, within policy differences speak to important equity concerns as less advantaged schools in accountability systems where formal sanctions and/or rewards are applied to schools or educators are more likely to transfer out low achieving students. Furthermore, initial differences in student achievement across NTP categories are an artifact of schools using their admission and transfer policies to shape their student body. This lack of relationship between NTP and student achievement calls into question whether the substantial costs associated with testing for accountability policies are an efficient use of resources.