Out with Multiple Choice and In with Essays: A More Accurate Way to Measure Reading Comprehension

The certification test for English teachers in a certain state asked candidates to identify the name of the frog in Mark Twain's "The Celebrated Jumping Frog of Calaveras County." If students answered this question correctly and said, Dan'l Webster, does this mean that these students would be prepared for the teaching field? Conversely, if students answered this question incorrectly, does this mean they were ill - prepared for becoming teachers? Can such an irrelevant question really point to the knowledge and abilities of future teachers? Hardly, use of unimportant questioning such as this illustrates the main problem with using a multiple choice format when assessing students. Trivial items such as names of animals and other insignificant information are often given priority over their significance in the story simply because students are not able to demonstrate what they really know in narrative form (Smagorinsky, 2002).     

Neoliberalism,Inequality and Politics: The Changing Face of Australia

Since the early 1980s Australian public policy has undergone the most major transformation since Federation. This transformation has been underwritten by two key principles: liberalism – the view that citizens are autonomous individual actors whose interests are best served when they are free from coercive government interventions into individual action; and marketisation – the belief that free markets are arenas which best enable individual autonomy and produce efficient economic outcomes. These principles define ‘neoliberalism’ or ‘hard liberalism‘. After summarising the major policy changes identified with neoliberalism in Australia, the paper introduces a new research project that examines its impact on socioeconomic inequality, gender inequality and politics and culture. Inspection of relevant data indicates that there are important trends in inequality, public opinion and political behaviour that warrant this investigation.     

“I Did Not Get that Job Because of a Black Man...”: The Story Lines and Testimonies of Color-Blind Racism

In this paper we discuss the dominant racial stories that accompany color-blind racism, the dominant post–civil rights racial ideology, and asses their ideological role. Using interview data from the 1997 Survey of College Students Social Attitudes and the 1998 Detroit Area Study, we document the prevalence of four story lines and two types of testimonies among whites. We also provide data on ideological dissidence among some whites (we label them racial progressives) and blacks. We show that although these stories, and the racial ideology they reinforce, have become dominant, neither goes uncontested.