Examination reform for higher order thinking: A case study of assessment-driven reform in Uganda

被引:0
|
作者
D'Agostino, T. J. [1 ,2 ]
机构
[1] Univ Notre Dame, Notre Dame, IN USA
[2] Univ Notre Dame, 3150 Jenkins Nanov Halls, Notre Dame, IN 46556 USA
关键词
Assessment; Accountability; Reform; Political priority; Teacher education; Africa; EDUCATION; SCHOOLS; MODEL;
D O I
10.1016/j.ijedudev.2023.102918
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Instruction in African contexts remain overwhelmingly rote, limiting the cognitive benefits and skills fostered by education systems. These conditions are reinforced by the high stakes and content of national exams, which primarily measure lower-order thinking skills and so constrain teacher instruction to focus on recall and memorization. Reforming national exams has been proposed as a means of increasing the focus on higher order thinking skill development, but doing so is complex and politically fraught. We present findings from a qualitative case study of assessment-driven reform in Uganda aimed at strengthening higher order thinking on exams and strengthening teacher education curriculum and instruction to prepare teachers' capacity to instruct for higher order thinking skills within the system. Key findings focus on the capacity gaps within the system that generate the current conditions, the factors influencing the high policy prioritization of the current reform efforts, and the strengths and limitations of the implementation strategy pursued by the partners, in particular, to support teacher capacity strengthening. The paper concludes by discussing the promise and perils of assessment driven reform as a means of strengthening instructional quality in contexts like Uganda.
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页数:12
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