{"id":13371,"date":"2024-09-27T09:35:19","date_gmt":"2024-09-27T06:35:19","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=13371"},"modified":"2024-09-27T12:27:00","modified_gmt":"2024-09-27T09:27:00","slug":"educatia-pe-pilot-automat-cum-pot-testele-standardizate-sa-submineze-invatarea-autentica","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/educatia-pe-pilot-automat-cum-pot-testele-standardizate-sa-submineze-invatarea-autentica","title":{"rendered":"Educa\u021bia pe pilot automat: Cum pot testele standardizate s\u0103 submineze \u00eenv\u0103\u021barea autentic\u0103"},"content":{"rendered":"
\n

La nivelul politicii educa\u021bionale din Rom\u00e2nia, implementarea testelor standardizate este tot mai des promovat\u0103 ca o solu\u021bie miraculoas\u0103 pentru a \u00eembun\u0103t\u0103\u021bi calitatea \u00eenv\u0103\u021b\u0103m\u00e2ntului \u0219i pentru a asigura echitatea \u00een evaluarea elevilor. \u00cens\u0103 este esen\u021bial s\u0103 abord\u0103m aceast\u0103 strategie cu pruden\u021b\u0103, analiz\u00e2nd critic implica\u021biile \u0219i efectele pe termen lung, \u00een loc s\u0103 ne l\u0103s\u0103m purta\u021bi de viziuni idealiste \u0219i poate prea entuziaste. Implementarea unor metode de evaluare care s\u0103 sus\u021bin\u0103 un \u00eenv\u0103\u021b\u0103m\u00e2nt de calitate \u0219i echitabil ar trebui s\u0103 fie prioritar\u0103, av\u00e2nd \u00een vedere contextul social \u0219i economic specific \u021b\u0103rii noastre. <\/p>\n

Aceast\u0103 abordare nu este tocmai o noutate; dimpotriv\u0103, experien\u021be precum cea a Statelor Unite, ne arat\u0103 c\u0103 testarea standardizat\u0103 poate s\u0103 nu ofere \u00eentotdeauna rezultatele scontate. Introdus\u0103 la scar\u0103 larg\u0103 \u00een \u00eenv\u0103\u021b\u0103m\u00e2ntul american, ca parte a reformelor educa\u021bionale din anii ’80, testarea standardizat\u0103 a avut drept scop \u00eembun\u0103t\u0103\u021birea performan\u021belor academic \u0219i responsabilizarea unit\u0103\u021bilor \u0219colare.<\/p>\n

Un moment cheie \u00een istoria test\u0103rii standardizate din S.U.A. a fost adoptarea Legii \u201eNo Child Left Behind<\/em>\u201d, \u00een 2001. Aceasta a extins semnificativ utilizarea testelor standardizate, impun\u00e2nd evalu\u0103ri anuale pentru elevii din clasele 3-8 \u0219i la finalul liceului. Obiectivul era acela de a asigura transparen\u021ba \u0219i responsabilitatea \u00een educa\u021bie, dar aceast\u0103 practic\u0103 a dus la propagarea unei culturi a test\u0103rii, \u00een care \u0219colile \u0219i profesorii erau evalua\u021bi pe baza performan\u021belor elevilor la aceste teste. \u00cen acest context, profesorii au fost constr\u00e2n\u0219i s\u0103 se adapteze rapid la cerin\u021bele testelor, sacrific\u00e2nd lec\u021biile diversificate \u00een favoarea unor strategii de predare care s\u0103 maximizeze punctajele ob\u021binute. Aceast\u0103 abordare nu permite dezvoltarea unor metode de predare adaptate nevoilor elevilor, rezult\u00e2nd \u00eentr-o experien\u021b\u0103 educa\u021bional\u0103 uniformizat\u0103 \u0219i lipsit\u0103 de creativitate. Educa\u021bia a devenit\u00a0 un proces uniform, neadaptat nevoilor specifice ale elevilor. Aceast\u0103 politic\u0103 de tipul \u201eo m\u0103rime se potrive\u0219te tuturor\u201d submineaz\u0103 diversitatea \u0219i adaptabilitatea, ambele esen\u021biale \u00eentr-un mediu educa\u021bional eficient. De altfel, \u00een perioada 2020-2024, s-a\u00a0 observat o cre\u0219tere a disensiunilor \u0219i a protestelor din partea educatorilor \u0219i a p\u0103rin\u021bilor \u00eempotriva sistemului de evaluare bazat pe aceste teste.<\/p>\n

Pandemia COVID-19 a avut un impact semnificativ \u0219i asupra sistemului educa\u021bional din Statele Unite, de aceea, \u00eencep\u00e2nd cu prim\u0103vara anului 2020, \u0219colile au fost nevoite s\u0103 se \u00eenchid\u0103, iar educa\u021bia a fost mutat\u0103 \u00een mediul online. Aceast\u0103 tranzi\u021bie a pus \u00een eviden\u021b\u0103 disparit\u0103\u021bile existente \u00een accesul la tehnologie \u0219i resurse educa\u021bionale, afect\u00e2nd \u00een mod dispropor\u021bionat elevii din comunit\u0103\u021bi defavorizate. Multe state au suspendat testele standardizate pentru anul \u0219colar 2019-2020. Aceast\u0103 m\u0103sur\u0103 a fost v\u0103zut\u0103 ca necesar\u0103 pentru a proteja elevii \u0219i profesorii, dar \u0219i pentru a evita o evaluarea \u00een condi\u021bii inechitabile. Deciziile de suspendare au variat de la stat la stat, unele aleg\u00e2nd s\u0103 renun\u021be complet la testare, \u00een timp ce altele au implementat alternative.<\/p>\n

Suspendarea testelor a generat \u00eens\u0103 dezbateri intense privind rolul test\u0103rii standardizate \u00een educa\u021bia american\u0103. Criticii au sus\u021binut c\u0103 testele nu reflect\u0103 \u00een mod adecvat abilit\u0103\u021bile \u0219i cuno\u0219tin\u021bele elevilor \u0219i c\u0103 se concentreaz\u0103 prea mult pe memorarea informa\u021biilor \u00een detrimentul g\u00e2ndirii critice \u0219i al \u00eenv\u0103\u021b\u0103rii profunde. Aceste discu\u021bii au fost sus\u021binute de un num\u0103r tot mai mare de studii care indicau o corela\u021bie slab\u0103 \u00eentre punctajele ob\u021binute la aceste teste \u0219i succesul pe termen lung al elevilor.<\/p>\n

Printre criticile principale aduse testelor standardizate este faptul c\u0103 promoveaz\u0103 o \u00eenv\u0103\u021bare superficial\u0103 \u0219i nu reu\u0219esc s\u0103 reflecte adev\u0103rata \u00een\u021belegere a subiectelor de c\u0103tre elevi.<\/p>\n

\u00cen plus, m\u0103resc inegalitatea de \u0219anse, deoarece elevii din medii defavorizate nu au acces la acelea\u0219i resurse educa\u021bionale, ceea ce \u00eei dezavantajeaz\u0103 \u00een fa\u021ba acestor teste. S-a constat c\u0103 rezultatele ob\u021binute la aceste teste reflect\u0103 mai degrab\u0103 condi\u021biile sociale \u0219i economice dec\u00e2t abilit\u0103\u021bile reale ale elevilor. Aceast\u0103 situa\u021bie genereaz\u0103 un ciclu vicios: elevii cu rezultate slabe devin din ce \u00een ce mai pu\u021bin \u00eencrez\u0103tori \u00een abilit\u0103\u021bile lor, ceea ce duce la o performan\u021b\u0103 \u0219i mai slab\u0103, perpetu\u00e2nd astfel inegalit\u0103\u021bile sociale.<\/p>\n

O alt\u0103 consecin\u021b\u0103 documentat\u0103 a test\u0103rii standardizate este aceea c\u0103 elevii devin mai pu\u021bin motiva\u021bi s\u0103 \u00eenve\u021be \u0219i s\u0103 se angajeze \u00een procesul educa\u021bional, concentr\u00e2ndu-se \u00een schimb pe ob\u021binerea unor scoruri ridicate la teste.<\/p>\n

Analog cu experimentul lui Pavlov, unde c\u00e2inele este condi\u021bionat s\u0103 r\u0103spund\u0103 la un stimul specific, elevii devin \u201econdi\u021biona\u021bi\u201d s\u0103 reac\u021bioneze la cerin\u021bele testelor standardizate. Ace\u0219tia \u00eenva\u021b\u0103 s\u0103 memoreze informa\u021bii \u0219i s\u0103 aplice strategii de testare, \u00een loc s\u0103 dezvolte abilit\u0103\u021bi critice \u0219i creative. Astfel, \u00eenv\u0103\u021barea devine un exerci\u021biu mecanic, bazat pe r\u0103spunsuri rapide \u0219i tehnici de supravie\u021buire academic\u0103, \u00een loc de explorare \u0219i descoperire.<\/p>\n

Conform unui studiu realizat de Linda Darling-Hammond (2007), testarea standardizat\u0103 a condus la o \u201ecultur\u0103 a test\u0103rii\u201d care prioritizeaz\u0103 rezultatele imediate \u00een detrimentul unui \u00eenv\u0103\u021b\u0103m\u00e2nt de calitate.<\/p>\n

\u00cencep\u00e2nd cu anul \u0219colar 2021-2022, unele state americane au \u00eenceput s\u0103 reintroduc\u0103 testele standardizate, dar cu modific\u0103ri semnificative. De exemplu, au implementat evalu\u0103ri formative sau au adoptat metode alternative de evaluare care permit o evaluare holistic\u0103 a abilit\u0103\u021bilor elevilor. Legea Every Student Succeeds Act<\/em> (ESSA) a creat un cadru propice acestor modific\u0103ri, permi\u021b\u00e2nd statelor s\u0103 dezvolte propriile politici de testare \u0219i evaluare.<\/p>\n

De ce trebuie s\u0103 ne \u00eendrept\u0103m aten\u021bia c\u0103tre experien\u021ba de peste 40 de ani a celor din S.U.A. cu aceste teste? Deoarece aplicat\u0103 f\u0103r\u0103 un studiu prealabil extensiv, acest tip de testare se transform\u0103 \u00eentr-un exerci\u021biu de improviza\u021bie, av\u00e2nd efecte negative asupra procesului educa\u021bional \u0219i asupra elevilor. Aceast\u0103 abordare reduce complexitatea \u00eenv\u0103\u021b\u0103rii la simple exerci\u021bii de memorizare \u0219i aplicare mecanic\u0103 a cuno\u0219tin\u021belor, ignor\u00e2nd nuan\u021bele dezvolt\u0103rii cognitive \u0219i sociale a elevilor.<\/p>\n

Concentrarea excesiv\u0103 pe rezultatele ob\u021binute la testare poate determina \u0219colile s\u0103 prioritizeze \u00eenv\u0103\u021barea pe termen scurt, \u00een detrimentul dezvolt\u0103rii abilit\u0103\u021bilor critice \u0219i a g\u00e2ndirii creative, aspecte esen\u021biale pentru o educa\u021bie de calitate care s\u0103 sus\u021bin\u0103 o societate echitabil\u0103.<\/p><\/blockquote>\n

Integrarea test\u0103rii standardizate \u00een idealul educa\u021bional al \u0219colii rom\u00e2ne\u0219ti, a\u0219a cum este definit \u00een Legea educa\u021biei din 2023, necesit\u0103 o abordare atent\u0103 pentru a nu contrazice principiile fundamentale care guverneaz\u0103 \u00eenv\u0103\u021b\u0103m\u00e2ntul, conform actului normativ. Echitatea, incluziunea, calitatea, relevan\u021ba, transparen\u021ba, accesibilitatea \u0219i respectul fa\u021b\u0103 de diversitate, cu scopul de a asigura un sistem educa\u021bional care s\u0103 sprijine dezvoltarea fiec\u0103rui individ \u0219i adaptarea la nevoile societ\u0103\u021bii sunt doar c\u00e2teva din valorile pe care ne propunem s\u0103 le promov\u0103m. Prin urmare este crucial s\u0103 nu uit\u0103m c\u0103, de\u0219i aceste teste pot oferi o evaluare uniform\u0103 a cuno\u0219tin\u021belor \u0219i abilit\u0103\u021bilor elevilor, ele pot duce la o concentrare excesiv\u0103 pe memorarea informa\u021biilor, afect\u00e2nd dezvoltarea personalit\u0103\u021bii autonome \u0219i explorarea profund\u0103 a subiectelor. \u00cen plus, testarea standardizat\u0103 poate perpetua inegalit\u0103\u021bile sociale pentru elevii din medii defavorizate, \u0219i poate submina valorile esen\u021biale de solidaritate \u0219i colaborare, contar idealului de incluziune social\u0103.<\/p>\n

Implementarea testelor standardizate ca un exerci\u021biu de improviza\u021bie nu este doar un pericol teoretic, ci o realitate care afecteaz\u0103 profund educa\u021bia. Este timpul s\u0103 reconsider\u0103m priorit\u0103\u021bile educa\u021bionale \u0219i s\u0103 ne asigur\u0103m c\u0103 promov\u0103m o \u00eenv\u0103\u021bare semnificativ\u0103, diversificat\u0103 \u0219i echitabil\u0103, care s\u0103 sprijine o dezvoltare complet\u0103 a tuturor elevilor.<\/p>\n

Este esen\u021bial s\u0103 se \u00een\u021beleag\u0103 c\u0103 o cre\u0219tere a punctajelor ob\u021binute la aceste test\u0103ri nu reflect\u0103 neap\u0103rat o \u00eembun\u0103t\u0103\u021bire a calit\u0103\u021bii educa\u021biei.<\/p><\/blockquote>\n

Lec\u021biile ce pot fi asimilate din experien\u021ba american\u0103 cu testarea standardizat\u0103 subliniaz\u0103 importan\u021ba unei abord\u0103ri prudente. Autorit\u0103\u021bile \u0219i educatorii trebuie s\u0103 prioritizeze calitatea educa\u021biei \u0219i dezvoltarea holistic\u0103 a elevilor, evit\u00e2nd capcanele care au afectat sistemul educa\u021bional din SUA. Prin adoptarea unor practici educa\u021bionale mai flexibile, centrate pe elev, putem construi un sistem educa\u021bional care nu doar c\u0103 r\u0103spunde nevoilor actuale, ci preg\u0103te\u0219te elevii pentru provoc\u0103rile viitoare.<\/p>\n

Referin\u021be<\/strong><\/em><\/p>\n

Ravitch, D., The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books, 2010<\/p>\n

McNeil, L. M. Contradictions of School Reform: Educational Costs of Standardized Testing. Teachers College Press, 2000<\/p>\n

The Condition of Education 2022. National Center for Education Statistics, 2022<\/p>\n

Daniel Koretz , The Testing Charade: Pretending to Make Schools Better, University of Chicago Press 2017<\/p>\n

National Education Association (NEA). „The Impact of High-Stakes Testing on Student Learning and Equity”. NEA Policy Brief, 2021<\/p>\n

Ravitch, D. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books, 2016<\/p>\n

Kohn, A. ,The Case Against Standardized Testing. Educational Leadership, 2000<\/p>\n

Darling-Hammond, L. The Flat World and Education: How America\u2019s Commitment to Equity Will Determine Our Future. Teachers College Press. 2010<\/p>\n

acrobat.adobe.com\/id\/urn:aaid:sc:EU:b033f243-481e-463c-a9fe-d78410f97e53<\/a><\/p>\n

eu.usatoday.com\/story\/opinion\/voices\/2023\/09\/21\/test-scores-standardized-testing-bad-measure-education-learning\/70856233007\/<\/a><\/p>\n

kappanonline.org\/starr-leadership-paradox-standardized-testing\/<\/a><\/p>\n

www.tandfonline.com\/doi\/full\/10.1080\/13613324.2015.1121474#abstract<\/a><\/p>\n

www.insidehighered.com\/news\/admissions\/traditional-age\/2024\/01\/17\/reigniting-standardized-testing-debate<\/a><\/p>\n

 <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

La nivelul politicii educa\u021bionale din Rom\u00e2nia, implementarea testelor standardizate este tot mai des promovat\u0103 ca o solu\u021bie miraculoas\u0103 pentru a \u00eembun\u0103t\u0103\u021bi calitatea \u00eenv\u0103\u021b\u0103m\u00e2ntului \u0219i pentru a asigura echitatea \u00een evaluarea elevilor. \u00cens\u0103 este esen\u021bial s\u0103 abord\u0103m aceast\u0103 strategie cu pruden\u021b\u0103, … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[890,1331,835,1591,1705,777,921,1061],"tags":[1962],"class_list":["post-13371","post","type-post","status-publish","format-standard","hentry","category-curriculum","category-educatie-comparata","category-evaluare-scolara","category-invatare","category-pedagogie","category-politici-educationale","category-sistem-de-invatamant","category-strategii-didactice","tag-liana-timismuresan"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13371","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=13371"}],"version-history":[{"count":3,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13371\/revisions"}],"predecessor-version":[{"id":13374,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13371\/revisions\/13374"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=13371"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=13371"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=13371"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}