{"title":"Backtalk: The harm in assessment-backward practices","authors":"Amanda S. Frasier","doi":"10.1177/00317217241251893","DOIUrl":null,"url":null,"abstract":"The deprofessionalization and mechanization of teaching that comes from teaching to the test and scripted instruction is prevalent in the United States. Teachers now enter their careers in schooling contexts where they are often expected to apply scripted curriculums with high fidelity, sometimes at odds with the pedagogy and methods they learned in teacher education programs. Amanda S. Frasier argues that the shift to assessment-backward design and the focus on controlling actions and micromanaging behavior of teachers is harming the profession and public education.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Phi Delta Kappan","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00317217241251893","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The deprofessionalization and mechanization of teaching that comes from teaching to the test and scripted instruction is prevalent in the United States. Teachers now enter their careers in schooling contexts where they are often expected to apply scripted curriculums with high fidelity, sometimes at odds with the pedagogy and methods they learned in teacher education programs. Amanda S. Frasier argues that the shift to assessment-backward design and the focus on controlling actions and micromanaging behavior of teachers is harming the profession and public education.
应试教育和照本宣科带来的教学非专业化和机械化在美国十分普遍。现在,教师在进入职业生涯后的学校教育环境中,往往被要求高保真地应用照本宣科的课程,有时甚至与他们在师范教育课程中学到的教学法和方法相悖。阿曼达-S.-弗雷泽(Amanda S. Frasier)认为,向评估落后设计的转变,以及对教师行动和微观管理行为的关注,正在损害教师职业和公共教育。
期刊介绍:
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