Abstract
This chapter argues that externally administered standardized tests such as EQAO function as a tool for stereotyping of racialized students. External assessment as stereotyping is structurally violent for racialized children and those from lower socio-economic status as it serves to diminish their self-confidence, create doubt in their competencies, and in the long term leads to lower access to opportunities for upward social mobility through streaming into applied fields, over-representation in special education and dropout rates, and overall access to lower-quality education. Overall, the theory of external assessment as stereotyping is presented and how it functions at three levels starting from the early years and transitioning to impact students as they move on to high school and post-secondary institutions.
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Eizadirad, A. (2019). External Assessment as Stereotyping. In: Decolonizing Educational Assessment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27462-7_9
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DOI: https://doi.org/10.1007/978-3-030-27462-7_9
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