What's trust got to do with it? The 'washback effect' of engagement in the 2020 calculated grades process on teachers' trust and future senior cycle reform in Ireland.
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| Title: | What's trust got to do with it? The 'washback effect' of engagement in the 2020 calculated grades process on teachers' trust and future senior cycle reform in Ireland. |
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| Authors: | Lysaght, Zita1 zita.lysaght@dcu.ie |
| Source: | European Journal of Education. Mar2023, Vol. 58 Issue 1, p51-66. 16p. |
| Subject Terms: | *Student certification, *Outcome-based education, *Student engagement, *Educational accountability, *Secondary education |
| Abstract: | In Ireland, the high‐stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid‐19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re‐analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school‐based assessment for certification purposes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In Ireland, the high‐stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid‐19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re‐analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school‐based assessment for certification purposes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01418211 |
| DOI: | 10.1111/ejed.12541 |
