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Toward a Pluralistic View of Accountability: Possibilities and Troublings.

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Title: Toward a Pluralistic View of Accountability: Possibilities and Troublings.
Language: English
Authors: Capper, Colleen A., Keyes, Maureen W., Hafner, Madeline
Peer Reviewed: N
Page Count: 46
Publication Date: 1999
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Accountability, Achievement Tests, Educational Administration, Elementary Secondary Education, Epistemology, Evaluation Criteria, Performance Based Assessment, Student Evaluation
Geographic Terms: U.S.; Wisconsin
Abstract: This paper examines ways to help administrators and scholars in administrator preparation make sense of the accountability debates. It links possibilities for accountability to one's epistemological lens and claims that administrators can enhance student success by taking a pluralistic view of accountability. The text recounts the historical context for epistemological perspectives, followed by an explanation of epistemological pluralism. It shows how various kinds of student assessments, whether they are traditional or progressive in structural-functional or feminist-poststructural ways, can be used. The article focuses on epistemological proliferation and examines three different ways to view epistemological pluralism: (1) exclusivism, where persons believe their perspective is the one correct perspective; (2) inclusivism, where persons believe that their view is so superior that it includes all other perspectives; and (3) pluralism, where persons hold that "truths" about learning and accountability cannot be captured by one particular perspective. The article offers a brief description of standardized, performance-based, and functional assessments along with examples of how each method can be employed in various manners. It is hoped that using traditional assessment under these perspectives will advance equity and justice, allowing educators to use alternative assessments to maintain the status quo. (Contains 24 references, 3 tables, and 3 handouts.) (RJM)
Notes: Paper presented at the Annual Meeting of the University Council of Educational Administration (Minneapolis, Minnesota, October 28-31, 1999).
Journal Code: RIEAUG2000
Entry Date: 2000
Accession Number: ED438622
Database: ERIC
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  Availability: 0
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  Data: Toward a Pluralistic View of Accountability: Possibilities and Troublings.
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  Data: <searchLink fieldCode="AR" term="%22Capper%2C+Colleen+A%2E%22">Capper, Colleen A.</searchLink><br /><searchLink fieldCode="AR" term="%22Keyes%2C+Maureen+W%2E%22">Keyes, Maureen W.</searchLink><br /><searchLink fieldCode="AR" term="%22Hafner%2C+Madeline%22">Hafner, Madeline</searchLink>
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 46
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  Label: Publication Date
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  Data: 1999
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  Data: Opinion Papers<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Wisconsin%22">U.S.; Wisconsin</searchLink>
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  Data: This paper examines ways to help administrators and scholars in administrator preparation make sense of the accountability debates. It links possibilities for accountability to one's epistemological lens and claims that administrators can enhance student success by taking a pluralistic view of accountability. The text recounts the historical context for epistemological perspectives, followed by an explanation of epistemological pluralism. It shows how various kinds of student assessments, whether they are traditional or progressive in structural-functional or feminist-poststructural ways, can be used. The article focuses on epistemological proliferation and examines three different ways to view epistemological pluralism: (1) exclusivism, where persons believe their perspective is the one correct perspective; (2) inclusivism, where persons believe that their view is so superior that it includes all other perspectives; and (3) pluralism, where persons hold that "truths" about learning and accountability cannot be captured by one particular perspective. The article offers a brief description of standardized, performance-based, and functional assessments along with examples of how each method can be employed in various manners. It is hoped that using traditional assessment under these perspectives will advance equity and justice, allowing educators to use alternative assessments to maintain the status quo. (Contains 24 references, 3 tables, and 3 handouts.) (RJM)
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  Data: Paper presented at the Annual Meeting of the University Council of Educational Administration (Minneapolis, Minnesota, October 28-31, 1999).
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      – Text: English
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      Pagination:
        PageCount: 46
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      – SubjectFull: Accountability
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Educational Administration
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Performance Based Assessment
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      – SubjectFull: Student Evaluation
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      – SubjectFull: U.S.; Wisconsin
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      – TitleFull: Toward a Pluralistic View of Accountability: Possibilities and Troublings.
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            NameFull: Keyes, Maureen W.
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            NameFull: Hafner, Madeline
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              M: 10
              Type: published
              Y: 1999
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