Authors of The Conversation article, including UC’s David Pomeroy, Jessica Shuker and Kaitlin Riegel, explore the historical context of such tests in other countries, such as the United States and England, and highlight drawbacks such as increased stress for students, narrowed teaching focus, and potential limitations on creativity in the classroom.
They stress the need for a balanced approach to assessments, cautioning against relying solely on standardised tests and advocating for a broader view of education that considers diverse learning styles and holistic student progress.
Read the full article on The Conversation.
Disclosure statement
David Pomeroy receives funding from the Teaching and Learning Research Initiative (TLRI).
Jessica Shuker and Kaitlin Riegel do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.
