testing, curriculum, standardized tests, high stakes tests
The standards movement began as a nobly-intended effort to establish a core curriculum—a template of knowledge and skills that would guide teaching and learning across the K-12 curriculum. Our attempts to standardize curriculum may have unintended and deleterious side-effect: The atrophying of the mind’s natural tendencies for exploratory play and inherently imaginative dimensions. This paper engages us in a critical remembering of our pedagogical relationships with children. It reminds us of children’s ways of being and asks how we might engage them in a rigorous appreciation of curricular literacies without thwarting their wonderful wanderings. Ultimately, we worry about the place of standardized testing in this picture which circulates and perpetuates prevailing risk management discourses and colonizes pedagogical relations.
Wright, Randall and Sullivan, Alayne
"To Wonder, Wander, and Linger in the World of Standardized Testing,"
Wisdom in Education: Vol. 1
, Article 2.
Available at: https://scholarworks.lib.csusb.edu/wie/vol1/iss1/2