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.
引用
收藏
页数:12
相关论文
共 50 条
  • [31] REFORM BY DESIGN: USING DESIGN THINKING TO CREATE TECHNOLOGY DRIVEN CHANGE IN SCHOOLS
    Nash, John
    EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 2011, : 96 - 101
  • [32] Higher order thinking in chemistry curriculum and its assessment
    Fensham, Peter J.
    Bellocchi, Alberto
    THINKING SKILLS AND CREATIVITY, 2013, 10 : 250 - 264
  • [33] Improving police integrity in Uganda: Impact assessment of the police accountability and reform project
    Wagner, Natascha
    Hout, Wil
    Namara, Rose
    REVIEW OF DEVELOPMENT ECONOMICS, 2020, 24 (01) : 62 - 83
  • [34] Scientific stories in the assessment of higher order thinking skills
    Ozpir, Hatice Cansu
    Comez, Ceyda Balci
    Benzer, Elif
    COGENT EDUCATION, 2025, 12 (01):
  • [35] The Political Reform Press: A Case Study
    Nelson, Harold L.
    JOURNALISM QUARTERLY, 1952, 29 (03): : 294 - 302
  • [36] REFORM AS POLITICAL DISCOURSE - CASE STUDY
    POPKEWITZ, TS
    SCHOOL REVIEW, 1975, 84 (01): : 43 - 69
  • [37] MORAL REFORM AND FEMINISM - CASE STUDY
    LITTLE, CJ
    JOURNAL OF INTERAMERICAN STUDIES AND WORLD AFFAIRS, 1975, 17 (04): : 386 - 397
  • [38] The reform study: a case study of embedded trials
    Cockayne, Sarah
    Adamson, Joy
    Corbacho, Belen
    Fairhurst, Caroline
    Farndon, Lisa
    Hicks, Kate
    Keenan, Anne-Maree
    Lamb, Sally
    Loughrey, Lorraine
    McIntosh, Caroline
    Menz, Hylton
    Redmond, Anthony
    Rodgers, Sara
    Vernon, Wesley
    Watson, Jude
    Torgerson, David
    TRIALS, 2015, 16
  • [39] The reform study: a case study of embedded trials
    Sarah Cockayne
    Joy Adamson
    Belen Corbacho
    Caroline Fairhurst
    Lisa Farndon
    Kate Hicks
    Anne-Maree Keenan
    Sally Lamb
    Lorraine Loughrey
    Caroline McIntosh
    Hylton Menz
    Anthony Redmond
    Sara Rodgers
    Wesley Vernon
    Jude Watson
    David Torgerson
    Trials, 16
  • [40] Reform of and by the system: A case study of a state's effort at curricular and systemic reform
    Cusick, PA
    Borman, J
    TEACHERS COLLEGE RECORD, 2002, 104 (04): : 765 - 786