[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603258-105":59,"doc-detail-603258-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","responsiveness-in-teaching-responsibility-in-its-most-particular-sense","Responsiveness in Teaching: Responsibility in Its Most Particular Sense","","The text argues that high-stakes testing is often misused under the banner of accountability, to the serious detriment of students. It contrasts measurable outcomes from standardized tests with deeper dimensions of responsibility in teaching, emphasizing teachers’ influence through moral, cultural, and intellectual engagement. It calls teacher educators and teaching communities to clarify morally grounded responsibility, guided by broad educational aims and teachers’ contextual interpretation in interactions with individual students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/responsiveness-in-teaching-responsibility-in-its-most-particular-sense/603258/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/responsiveness-in-teaching-responsibility-in-its-most-particular-sense/603258.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the text critique high-stakes testing in education?","Question",{"text":112,"@type":113},"It argues that policy makers confuse high-stakes testing with accountability, threatening the purposes of education and harming students. It also notes that relying on standardized test results shapes how teaching responsibility is publicly understood.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does “responsibility in teaching” mean in the text?",{"text":117,"@type":113},"Responsibility is portrayed as morally grounded and best understood through teachers’ responsiveness to individual students. The text emphasizes nuanced, context-sensitive interactions rather than only test outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What broader aims guide responsible teaching?",{"text":121,"@type":113},"The text identifies broad teaching aims including advancing literacy, deepening critical thinking, and fostering moral development. Responsibility is tied to how teachers interpret these aims within contextual considerations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603258,1792646742,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Responsiveness in Teaching: Responsibility in Its Most Particular Sense  \nby Shelley Sherman  \nThe late Senator Paul Wellstone was often a courageous, lone voice amidst the political rhetoric surrounding high-stakes testing. In a speech at Teachers College in March 2000, Senator Wellstone argued that policy makers were confusing high-stakes testing with accountability and spoke of the purposes of education that were threatened by the emphasis on standardized tests to assess educational progress:  \nEducation is, among other things, a process of shaping themoral imagination, character, skills and intellect of our children, of inviting them into the great conversation of our moral, cultural, and intellectual life, and of giving them the resources to prepare to fully participate in the life of the nation and of the world. But today in education thereis a threat afoot to which I do not need to call your attention: the threat of high-stakes testing being grossly abused in the name of greater accountability, and almost always to the serious detriment of our children.  \nThat we continue to find both student learning and the extent to which teachers are considered responsible for student learning so often measured in terms of standardized test results is no great surprise. Teachers are responsible forgetting thejob done, and successfullearning and teaching may look quite similar across settings when the primary cri-  \nteria used are standardized test results. Though a teacher’s influence on student learning is potentially great within the confines of a single classroom, the teaching community’s influence upon public conceptionsof what constitutes student learning has been enervated. Senator Wellstone’s concerns about equating greater accountability with high-stakes testing is one that is shared by a teaching community which takes seriously its responsibility to educate students. This community also understands that there are dimensions of responsibility in teaching that have gone unrecognized by political forces and the public-at-large.  \nIf teachers and teacher educators share any hope of creating a vision for teaching that makes learning possible and meaningful for students and broadens the role of the teacher beyond that of a technician, we must express what we consider to be morally grounded representations of responsibility in teaching. By doing this, we would betaking seriously Dewey’s (1964, 338) charge to improve education “not simply by turning out teachers who can do better things that are now necessary to do, but rather by changing the conception of what constitutes education.”  \nShelley Sherman is Assistant Professor of Education at Lake Forest College in Lake Forest, Illinois. Her research interests include the moral dimensions of teaching and mentorship of teacher candidates. She serves as counselor for the Tau Psi Chapter of Kappa Delta Pi.  \nThe Educational Forum • Volume 68 • Winter 2004 115  \nSHERMAN  \nIt seems incumbent upon those en- more appropriately represented by the pargaged in teaching and teacher education to ticular interactions between teachers and make responsibility in teaching more vis- students than by the results of standardible in the public arena. Though no simple ized test scores. Though this may be a solutions are offered here as to how to ac- taken-for-granted assumption among educomplish this, a good start is to clarify con- cators, the legislative language of No Child ceptions of responsibility to ourselves and Left Behind, for example, seems to refute it. to the teacher candidates whom we teach. Finally, I propose that teacher educators  \nI am by no means suggesting that teachers are not responsible for helping students develop the basic competencies that standardized tests are purported to measure—reading comprehension and procedural mathematical knowledge, for example. In this respect, teachers are quite responsible, indeed, and accountable to ourselves and to multiple stakeholders. The teach","cbCaicFvW4DxOjGc","https://ap.wps.com/l/cbCaicFvW4DxOjGc","pdf",49387,"English","# Responsibility and high-stakes testing\n## Clarifying conceptions of responsibility\n# Morally grounded representations of responsibility\n## Broad aims of teaching\n## Responsiveness to individual students","[{\"question\":\"How does the text critique high-stakes testing in education?\",\"answer\":\"It argues that policy makers confuse high-stakes testing with accountability, threatening the purposes of education and harming students. It also notes that relying on standardized test results shapes how teaching responsibility is publicly understood.\"},{\"question\":\"What does “responsibility in teaching” mean in the text?\",\"answer\":\"Responsibility is portrayed as morally grounded and best understood through teachers’ responsiveness to individual students. The text emphasizes nuanced, context-sensitive interactions rather than only test outcomes.\"},{\"question\":\"What broader aims guide responsible teaching?\",\"answer\":\"The text identifies broad teaching aims including advancing literacy, deepening critical thinking, and fostering moral development. Responsibility is tied to how teachers interpret these aims within contextual considerations.\"}]","Responsiveness in Teaching: Responsibility in Its Most Particular Sense | PDF",1792095983,25]