Teaching high school English with Alberta's diploma exams : an assessment through oral research and dramatic re-presentation
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Date
1987
Authors
Hart, Loren Charles
University of Lethbridge. Faculty of Education
Miller, Gerry S.
Van Orman, Ronald
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1987
Abstract
The concern of this project is understanding what effects
Alberta's Diploma examinations are having upon English 30 and
English 33 teachers and their interactions within the school
system. At first, a need is shown for educational literature
which analyzes the relationships between mandatory testing and
language arts instruction. The emergent methodology which the
author used for conducting such research is recounted. He
combined methods of biography. dream analysis, oral history,
and ethnographic interviewing in order to develop a personal
model for "insider" human science research. A surface analysis
of the culture of two high school English 30 and English 33
teachers describes how Diploma tests, interactions with administrators
and public concerns outside the classroom, interactions
with students in the classroom, an integrated high school
language arts curriculum, and a university liberal arts education
help shape the behavior and thinking patterns of this culture.
The emergent focus of the researcher and the data of
ethnographic interviews with two high school language arts
teachers are re-presented. retold, in the form of guerilla
theatre. The researcher's initial concern for understanding the
relationships between external testing and instruction expanded
to include a complex network of interactions with students, colleagues,
administrators, government test developers, university
professors, businessmen, politicians, and the public. Each of
these domains is symbolized by a section of an outer chalk circle drawn on the floor, with an inner chalk circle representing the
interviewed teachers. The interrelationships between the
teachers and the domains are mimed while a taped narrative
dramatically relates
interviewed teachers.
the reflections of the researcher and the
The purposes of the dramatic re-presentation
are to promote understanding of how government administered
tests have affected the culture of two high school English
teachers and provoke audiences both inside and outside the
studied culture to dialogue on the political and pedagogical
themes which the drama depicts. An accompanying videotape of an
August 5, 1987 performance demonstrates how the drama can serve
as a catalyst for conversation and understanding.
The project
resolutions for
ends with the author offering his personal
continuing action. For him. this work suggests
commitment for recognizing the complexity of the culture of
English 30 and English 33 teachers. arguing against the myth that
"every class must score above the mean," arguing for diagnostic
testing services for high school English teachers, encouraging
students to write essays and teachers and Alberta Education
officials to evaluate student writing with the help of computer
technology, and continuing the dialogue with teachers and various
educational stakeholders.
Description
vi, 53, 15, 28, 3 leaves ; 29 cm.
Keywords
Educational tests and measurements -- Alberta , Language arts (Secondary) -- Examinations, questions, etc