Phenomenon That Happened in Assessment of Education World
Abstract
The phenomenon that occurs in the world of education lately many models and kinds, massive in the Western hemisphere including the United States, the role and function as educators such as teachers, has been largely replaced by a quantitative assessment machine alone, by not considering other aspects of teaching practice in a manner comprehensive, mastery aspects in the field of science and professionalism of educators, both in the form of transfer of knowledge to students ,and in the form of scientific practice in the field in accordance with the theme and topic of discussion of the science being taught, why did it happen ... usually due to certain political interests of the person who disagreed with the teaching teacher profession or other factors that did not support it, so impressed the educated as marginalized in practice daily by the cukong-cukong rulers, who are less concerned with the fate of educators ,and the world of education in general.
Keywords
Full Text:
PDFReferences
Abraham Wandersman., et al. (2005). the principles of empowerment evaluation. dans D. Fetterman & A. Wandersman (éds), Empowerment evaluation: principles in practice (pp. 27-41). new york, ny: Guilford.
Aristotle (350 Bc/2004). The Nicomachean ethics (trad. & notes de J. a. K. thompson; éd. rév. h. tredennick). Londres: Penguin.
Audrey C. Rule, (2006). The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10.
Bain, D. (1987, septembre). La formation en évaluation formativ e, argumentation et plaidoy er pour une entrée par la didactique. Genève : centre de recherche psycho-pédagogique. exposé présenté lors du congrès international de l’association de mesure et évaluation en éducation (adMee), Fribourg, suisse.
Baker, et. al. (2007). 2007 presidential address: the end(s) of testing. Educational Researcher, 36(6), 309-317.
Black, P., & William, D. (2006). assessment for learning in the classroom. dans John Gardner (éd.), Assessment and learning (pp. 9-25). thousand oaks, ca: sage.
Brett D. Jones, (2007). The unintended outcomes of high-stakes testing. Journal of Applied school Psychology, 23(2), 65-86.
Brian Annan, (2011). l’amélioration continue des établissements scolaires: l’ingénierie mise en place en nouvelle-Zélande. Revue française de pédagogie, 174, 21-30.
Carl R Rogers, (1969). Freedom to learn. columbus, oh: charles e. Merrill.
Christian Maroy, & Branka Cattonar, (2002). Professionnalisation ou déprofessionnalisation des enseignants? le cas de la communauté française de Belgique. cahier de recherche en éducation et formation, 18. louvain-la-neuve: université de louvain.
Christian Maroy, (2008). versune régulation post-bureaucratique des systèmes d’enseignement en europe ? sociologie et société, 40(1), 31-55.
Daniel Koretz, (2002, april). Using multiple measures to address perverse incentives and score inflation. communication présentée lors du symposium Multiple perspectives on Multiple Measures, au congrès annuel du national council on Measurement in education. la nouvelle-orléans, louisiane.
Daniel Muijs, (2006). Measuring teacher effectiveness: some methodological reflections. Educational Research and Evaluation, 12(1), 53-74.
Darling-Hammond, (2007). evaluating ‛no child left Behind’. The Nation, 21 mai. extrait de : [http://www.thenation.com/node/22962].
David Baker, (2006). the political economy of fascism: Myth or reality, or myth and reality? New Political Economy, 11(2), 227-250.
David C. Korten, (2006). The great turning. From empire to earth community. San Francisco: Berrett-Koehler, Kumarian.
David M. Fetterman, & Abraham Wandersman, (2004). Empowerment evaluation principles in practice. New York: Guilford.
David M. Fetterman, (2005). conclusion: conceptualizing empowerment evaluation in terms of sequential time and space. dans d. Fetterman & a. Wandersman (éds), Empowerment evaluation: principles in practice (pp. 209-214). New York, NY: Guilford.
David M. Fetterman, (2001). Foundations of empowerment evaluation. thousand oaks, ca: sage.
Demailly. (2001),enjeux de l’évaluation et régulation des systèmes scolaires. dans l. demailly (éd.), Évaluer les politiques éducatives (pp. 181-195). Bruxelles: éditions de Boeck université.
Diane Ravitch, (2010). The death and life of the great American school system. New York: Basic Books.
Edgar Morin, (1982). science avec conscience. Paris: Fayard.
Finch, S. J., Farberman, H. A., Neus, J., Adams, R. E., & Price-Baker, D. (2002). differential test performance in the american educational system: the impact of race and gender. Journal of sociology and social Welfare, sept. 2002. extrait de:[http://findarticles.com/p/articles/ mi_m0cyZ/is_3_29/?tag=content;col1].
Fuenmayor, R. (2006, juillet). El camino de la sistemología interpretativa (La voie de la systémologie interprétative). vi congreso científico de la universidad de oriente. núcleo anzoategui, 28 juillet 2006.
Gordon Stobart, (2011). «l’évaluation pour les apprentissages» : d’une expérimentation locale à une politique nationale. Revue française de pédagogie, 174, 41-48.
Helen Timperley, (2011). le développement professionnel des enseignants et ses effets positifs sur les apprentissages des élèves. Revue française de pédagogie, 174, 31-40.
Henry A. Giroux, (2008). Against the Terror of Neoliberalism: Politics beyond the age of greed. Boulder: Paradigm.
Holman, S. (2006, août). The effects of dialogue journaling on second language acquisition. (Mémoire de Maîtrise). university of Wisconsin-Madison, Madison, Wi.
Howard Gardner, (1991). The alternative to standardize testing. New York: Basic Books.
Igen-Igaenr (2005). Les acquis des élèves, pierre de touche de la valeur de l’école? Paris: iGen-iGaenr.
Immanuel Kant, (1784). What is enlightenment? dans noms (éds), Foundations of the metaphysics of morals (pp. 80-92). new york: Bobbs-Merrill.
Ivan Illich, (1969/2000). Deschooling society. New York: Marion Boyars.
James H. McMillan, (2007). classroom assessment: Principles and practice for effective teaching (4th ed.). Boston, Ma: Pearson education.
Jamie-Lynn Magnusson, (2001). Mad scientists and technosavants: exploring the cultural icons of industrial capitalist science. article présenté lors du congrès «teaching as if the World Mattered». toronto, oise/university of toronto.
J. Charles Alderson & Jayanti Banerjee, (2001). Language testing and assessment (Part 1). Language Teaching, 34(4), 213-236.
J. Charles Alderson & Jayanti Banerjee, (2002). Language testing and assessment (Part 2). Language Teaching, 35(1), 79-113.
Joëlle Morrissette, (2010). Manières de faire l’évaluation formative des apprentissages: analyse interactionniste du savoir-faire d’enseignantes du primaire. sarrebruck, ch: les éditions universitaires européennes.
Jürgen Habermas, (2003). Truth and Justification (trad. B. Fultner). Cambridge, Ma: Mit Press.
Kelvin Gregory, & Marguerite Clarke, (2003). high-stakes assessment in england and singapore. Theory into Practice, 42(1), 66-74.
Lee J. Cronbach, & Paul E. Meehl (1955). construct validity in psychological tests. Psychological Bulletin, 52, 281-302.
Lois Ruth Harris & Gavin Thomas Lumsden Brown, (2008). New Zealand teachers’ conceptions of the purpose of assessment: Phenomenographic analyses of teachers’ thinking. Paper presented at the australian association for research in education conference. Brisbane, Australia.
Louise M. Bélair, (2005). les dérives de l’obligation de résultats ou l’art de surfer sans planche. dans c. lessard & P. Meirieu (éds), L’obligation de résultats en éducation (pp. 179-188). Bruxelles: de Boeck université.
Louise M. Bélair, (2006). l’évaluation au quotidien: conjuguer processus et produit. Mesure et évaluation en éducation, 29(1), 19-30.
Luksik, P., & Hoffecker, P. H. (1996). outcome based education: The state’s assault on our children’s values. Philadelphia, Pa: vital issues.
Luksik, P. (2005). National parents’ commission report. Johnstown, Pa.
Marielle Simon, Stephanie Chitpin, & Raudhah Yahya, (2010). Pre-service teachers’ thinking about student assessment issues. International Journal of Education, 2(2), e5.
Marilyn Osborn, (2006). changing the context of teachers’ work and professional development: a european perspective. International Journal of Educational R esearch, 45, 242-253.j137
Masahiro Toda, (2000). emotion and social interaction: a theoretical overview. dans G. hatano, n. okada & h. tanabe (éds), Affective minds (pp. 1-17). amsterdam: elsevier science & technology.
Matthis Behrens, (2006). Analyse de la littérature critique sur le développement, l’usage et l’implémentation de standards dans un système éducatif. neuchâtel: irdP.
Michelle Alexander, (2010). The new Jim crow: Mass incarceration in the age of colorblindness. New York: New Press.
Morrissette, J., Loye, N., & Legendre, M.-F. (2011, janvier). Autour du savoir-évaluer des enseignantes et des enseignants en salle de classe. Montréal, Qc : université de Montréal.
Nathalie Mons, (2009). Les effets théoriques et réels de l’évaluation standardisée. compléments à l’étude «les évaluations standardisées des élèves en europe: objectifs, organisation et utilisation des résultats eacea». université Pierre-Mendès-France, Grenoble 2, eurydice.
Nel Noddings, (2003). Caring: Afeminine approach to ethics and moral education (2nd ed.). Berkeley: university of california Press.
P. Freire, (1992). Pedagogy of the oppressed. New York: continuum.
Pierre Bourdieu, (1972). Esquisse d’une théorie de la pratique. Paris: droz.
Robert Debard & Patricia K. Kubow, (2002). From compliance to commitment: the need for constituent discourse in implementing testing policy. Educational Policy, 16(3), 387-405.
Robert W. Lissitz, & Karen Samuelson, (2007). dialogue on validity. a suggested change in terminology and emphasis regarding validity and education. Educational Researcher, 36(8), 437-448.
Rodolfo Stavenhagen, (1990). The ethnic question. conflicts, development, and human rights. Tokyo: united nations university Press.
Sarrazin, Ph., Tessier, D., & Trouilloud, D. (2006). climat motivationnel instauré par l’enseignant et implication des élèves en classe: l’état des recherches. Revue française de pédagogie, 157, 147-177.
Sarzyniak, K. (2009). Attitudes that affect the Black-White achievement gap: how do cultural identity and the use of Ebonics affect African American students’ success in the classroom? New York: lambert academic.
Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human rights. Mahwah, nJ: lawrence erlbaum.
Stephen J Gould, (1981). Mismeasure of Man. New York: W.W. norton.
Susan M. Brookhart, (2004). classroom assessment: tensions and intersections in theory and practice. Teachers college Record, 106(3), 429-458.
Theresa Perry, & Lisa Delpit, (1998). The real Ebonics debate: power, language, and the education of African-American children. Milwaukee, Wi: rethinking schools.
Tim F. McNamara, & Carsten Roever, (2006). Language testing: the social dimension. Malden, Ma: Blackwell.
Tim F. McNamara, & Tom Lumley, (1997). the effect of interlocutor and assessment mode variables in overseas assessments of speaking skills in occupational settings. Language Testing, 14(2), 140-156.
Walter M. Haney, (2006). Evidence on education under N cL B (and how Florida boosted N A EP scores and reduced the race gap). Boston college, center for the study of testing, evaluation and education Policy. extrait de: [http://www.bc.edu/research/nbetpp/statements/ nbr6.pdf].
Weinberger, D. (2007, February). the hBr list: Breakthrough ideas for 2007. Harvard Business Review, 85(2), 21-36, 44-48, 50, 52, 54.
Zulfakar, (2020) Continuous Education for All, International Journal of Multicultural and Multireligious Understanding, 7(7), 297-307. http://dx.doi.org/10.18415.ijmmu.v7i7.1853
Zulfakar, (2019) Educational Research Methods in Qualitative and Quantitative Perspectives, International Journal of Multidisciplinary and Current Research, vol.7 July-Aug, 429-437. DOI: https://doi.org/10.14741/ijmcr/v.7.4.5
Zulfakar, (2019) The Leadership of Headmaster in Praya Public Elementary Schools, Central Lombok-West Nusa Tenggara-Indonesia, International Journal of Scientific & Technology Research, 8(12), 468-474.
DOI: http://dx.doi.org/10.18415/ijmmu.v7i8.1963
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.