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dc.contributor.authorUngerleider, Charles S.
dc.date.accessioned2019-09-23T12:44:36Z
dc.date.available2019-09-23T12:44:36Z
dc.date.created2018-06-29 23:06
dc.date.issued1985-09-01
dc.identifieroai:ojs.ejournal.library.mcgill.ca:article/7641
dc.identifierhttp://mje.mcgill.ca/article/view/7641
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2163
dc.description.abstractStandardized testing has figured prominently in Canadian education from the 19205 to the present, affecting the life chances of Canadians for education, jobs, and happiness. This paper examines the historical and sociological foundations of the testing movement and the consequences for the people whose lives are affected by the tests they take. RÉSUMÉ Les tests normalisés occupent une place prédominante dans l'éducation canadienne depuis les années 1920, ce qui a toujours eu une incidence sur les chances des Canadiens en matière d'éducation, d'emploi et de bonheur. Cet article porte sur les fondements historiques et sociologiques du mouvement pro-tests et sur ses répercussions sur les gens dont la vie est affectée par les tests qu'on leur fait subir.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherArray
dc.relation.ispartofhttp://mje.mcgill.ca/article/view/7641/5571
dc.sourceMcGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol 20, No 003 (1985)
dc.titleTHE SOCIAL AND EDUCATIONAL CONSEQUENCES OF STANDARDIZED TESTING: A POINT OF VIEW
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode0024-9033
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14748050
ge.identifier.permalinkhttps://www.globethics.net/gel/14748050
ge.lastmodificationdate2018-06-29 23:06
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149766
ge.oai.repositoryid100447
ge.oai.setnameArticles
ge.oai.setspecMJE:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://mje.mcgill.ca/article/view/7641


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