Funding, reputation and targets: the discursive logics of high-stakes testing

Lewis, Steven and Hardy, Ian (2014) Funding, reputation and targets: the discursive logics of high-stakes testing. Cambridge Journal of Education, 45 2: 245-264. doi:10.1080/0305764X.2014.936826

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Author Lewis, Steven
Hardy, Ian
Title Funding, reputation and targets: the discursive logics of high-stakes testing
Journal name Cambridge Journal of Education   Check publisher's open access policy
ISSN 0305-764X
Publication date 2014-08-07
Year available 2014
Sub-type Article (original research)
DOI 10.1080/0305764X.2014.936826
Open Access Status
Volume 45
Issue 2
Start page 245
End page 264
Total pages 20
Place of publication Abingdon, Oxon, UK
Publisher Routledge
Collection year 2015
Language eng
Abstract This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.
Keyword High-stakes testing
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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Created: Thu, 04 Sep 2014, 11:19:00 EST by Ms Kathleen Mcleod on behalf of School of Education