Introduction

In this book, I explore the controversial world of high stakes educational testing by critically evaluating some of the philosophical assumptions upon which it is based and examining the potential ethical implications of any weaknesses in contemporary approaches to high stakes testing. Initially, I critically appraise the philosophical underpinnings of educational assessment and high stakes tests in general, before focusing on the implications of my analysis for one particular use of high stakes tests: academic selection for post-primary education. Whilst I draw extensively upon evidence pertaining to Northern Ireland, and the United Kingdom more generally, my analysis is likely to be relevant to other education systems around the world. This chapter provides important contextual information that is pertinent to the material addressed in the book.