{"id":640,"date":"2019-03-14T08:51:33","date_gmt":"2019-03-14T08:51:33","guid":{"rendered":"http:\/\/virtualseminar.icae.global\/?p=640"},"modified":"2019-03-11T18:53:16","modified_gmt":"2019-03-11T18:53:16","slug":"comment-by-robert-jjuuko-2","status":"publish","type":"post","link":"https:\/\/virtualseminar.icae.global\/?p=640","title":{"rendered":"Comment by Robert Jjuuko"},"content":{"rendered":"\n

Robert Jjuuko comments on the article <\/strong>“Impact beyond the tests: adult education that makes a real difference”<\/strong><\/a><\/p>\n\n\n\n

Standardised tests only tell half the story<\/strong><\/p>\n\n\n\n

Educationist, Researcher and Development Consultant, Uganda<\/strong><\/p>\n\n\n\n

In the article on Impact beyond the tests: adult education that makes a real difference<\/em>, Chanel raises a very pertinent argument against any uncritical adoption of standardized tests.  In the context of adult education for PWDs, cautious administration of standardized tests is exceedingly important because they can easily perpetuate exclusion. In this brief comment, I extend the conversation on standardized tests beyond adult education for PWDs in North Carolina to all education interventions for young people and adults everywhere.<\/p>\n\n\n\n

Standardized tests constantly struggle in vain to measure the whole range of intellectual, emotional, cognitive and behavioural changes that particular learning interventions cause in the lives of learners. They can only reveal just a portion of the whole, and indeed only tell half the story. Thinking about the inadequacies of standardized tests is to rethink the purpose of the education. Separating the two is part of the intellectual challenge that educators must address. <\/p>\n\n\n\n

Adult educators must possess the required critical awareness of the purpose of education systems and by extension constantly reflect on the agenda of standardized tests. Whether serving wealth communities in Europe and USA or in the neediest villages of Asia or Africa, we must be cognizant of the socio-political and economic forces that are steadily turning education of all types into real commodities in unregulated market places. <\/p>\n\n\n\n

In Uganda as elsewhere, examinations are increasingly serving as exclusion instruments to deny the poor and weak young citizens the opportunity to pursue meaningful education and employment transitions. While our society has been struggling to come to terms with utter negligence and refusal of public education stakeholders with state power and authority to make education systems serve every single citizen, the private sector is worse in the abuse of education service delivery and marketization of tests and examinations.<\/p>\n\n\n\n

As educators and more-so those of us who subscribe to the emancipatory purpose of education we must rise up constantly to challenge the uncritical planning and delivery of education services. We must refuse the reliance on stand-alone examinations or standardized tests to determine the destiny of young people and adults in our education enterprises. <\/p>\n\n\n\n

Increasingly we should learn to circumvent the risk of relying on standard tests. As we do so, we need to hold in high esteem alternative assessment methods that attempt to provide learners with the opportunity to be \u2018tested\u2019 while continuing to learn. For instance, those teaching in colleges and universities, we need to desist from abusing the power of course work. In education settings, where work-related learning strategies such as internships are part of the delivery design, educators must champion the value of quality.  Above all while interacting with learners whether in the classrooms or auditoriums, educators need to be critically aware of the purpose of education in their context but within the entire social system. Standardized tests need to be interrogated within this broad frame of reference to challenge the tendencies to solely rely on them yet we generally agree that they tell half the story.  <\/p>\n\n\n\n

\n\n\n\n

Links to the AED 85\/2018 publication in three languages: English<\/a>, French<\/a>, S<\/a>panish<\/a>
Estos son los links para acceder a la publicaci\u00f3n en tres idiomas: In<\/a>gl\u00e9s<\/a>, Franc\u00e9s<\/a>, Espa\u00f1ol<\/a>
Voici les liens vers la publication en trois langues: Anglais <\/a>, Fran\u00e7ais<\/a>, Espagnol<\/a><\/p>\n\n\n\n

Para espa\u00f1ol favor usar <\/strong><\/em>google translator <\/a><\/strong><\/em>en los casos en que el art\u00edculo no est\u00e1 traducido al espa\u00f1ol<\/strong><\/em><\/p>\n\n\n\n

Veuillez utiliser <\/strong><\/em>google translator<\/a><\/strong><\/em> pour traduire les articles qui ne sont pas en fran\u00e7ais<\/strong><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Robert Jjuuko comments on the article “Impact beyond the tests: adult education that makes a real difference” Standardised tests only tell half the story Educationist, Researcher and Development Consultant, Uganda In the article on Impact beyond the tests: adult education that makes a<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[7],"tags":[],"_links":{"self":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/640"}],"collection":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=640"}],"version-history":[{"count":2,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/640\/revisions"}],"predecessor-version":[{"id":656,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=\/wp\/v2\/posts\/640\/revisions\/656"}],"wp:attachment":[{"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=640"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=640"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/virtualseminar.icae.global\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=640"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}