Standardized Testing: Critical Discourse Analysis

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Evaluation of Standardized Testing “Critical discourse analysis as an analytical framework, the research presented in this article examined the inscription of neoliberal policy vocabularies within education reform policies concerning the evaluation of educational leaders (Carpenter, Diem & Young, 2014, p.1111). Carpenter, Diem and Young investigated on how globalized discourses shape federal reform documents and how federal instructed discourses were merged into state-level policy documents to structure the daily practices and evaluation of educational leaders. Their study focused on Obama/ Duncan Administration Blueprint and Race to the Top policy documents, that effect how educational leaders should be evaluated. Globalized discourse analytic …show more content…
Obama/ Duncan Administration believes this will reward “highly effective” teachers and leaders. The school with high achievements will receive investments in the districts that show success in the student’s performance on standardized testing. The state and federal government believe that tougher standards and assessments will narrow the achievement gaps and build a stronger responsible system. “Today’s principals work within an environment defined by the centralization of standardized expectations, increased pressures connected to federal accountability efforts, and a growing amount of organizational instability” (Carpenter &et al., 2014, …show more content…
The researchers viewed how interaction is socially and culturally organized in a certain setting. In the classroom they were observing only 50-min/ day was used to study English, even though the students were not prohibited in using English or other languages. The study focused on the use of sociocultural dialogic and discourse theories to view the students’ multilingual interactions and different methods of interaction, representing and being. “Educators should be better positioned to build upon students range of linguistic abilities and identities, encourage students to converse in multiple languages with each other, and work against discourse that do not privilege the school’s goals especially of bi/ multilingualism” (Dorner and Layton, 2013,
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