John Raven – författare

The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities.Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.

The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities.Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.

Despite the accuracy of the critiques of the international «competence education and testing movement», which promote narrow approaches to education based on delivering and testing prepackaged knowledge in simplistic and practically ineffective models of competence, Competence in the Learning Society shows that the development of a better framework for thinking about the nature, development, release, and assessment of competence is vital. It explores the kinds of competence that are needed if our society is to survive the impending environmental and social collapse. Competence in the Learning Society makes a case for a renewed understanding of competence which is not only about doing a job effectively, but ensuring the job is making an effective contribution by going beyond its boundaries and influencing the system in which it operates. This book also describes the kind of educational and societal systems that are needed to develop and nurture high-level competence.Currently there is no book available that draws together thinking on «competence» in a way that is both relevant to higher-level education and illustrates recent research and practice. This book goes beyond critique of current practice to putting forward an argument for systemwide changes that are challenging and thought provoking.