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Learning as Mimicry, Teaching as Coerced Compliance: the continuing damage caused by a high-stakes summative testing regime

The requirement to ready pupils for high-stakes summative testing continues to undermine and baulk teachers as they try to act in line with their pedagogical principles. For some — perhaps many — practitioners this experience is increasingly insupportable and gives rise
 to profound inner conflict. Test readying promotes in pupils a necessary mimicry. This falsifies the relationship between teachers and pupils on which better kinds of learning depend.