View in EDS

Datafication, Testing Events and the Outside of Thought

Saved in:
Bibliographic Details
Title: Datafication, Testing Events and the Outside of Thought
Language: English
Authors: Thompson, Greg, Sellar, Sam
Source: Learning, Media and Technology. 2018 43(2):139-151.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Evaluation Methods, Educational Technology, Computer Assisted Testing, Technology Uses in Education, Data Collection, Measurement, Standardized Tests, Educational Change
DOI: 10.1080/17439884.2018.1444637
ISSN: 1743-9884
Abstract: Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being 'revolutionary' because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events--breaks, cracks and ruptures--and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly.
Abstractor: As Provided
Number of References: 49
Entry Date: 2018
Accession Number: EJ1180278
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1180278
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Datafication, Testing Events and the Outside of Thought
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Thompson%2C+Greg%22">Thompson, Greg</searchLink><br /><searchLink fieldCode="AR" term="%22Sellar%2C+Sam%22">Sellar, Sam</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning%2C+Media+and+Technology%22"><i>Learning, Media and Technology</i></searchLink>. 2018 43(2):139-151.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/17439884.2018.1444637
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1743-9884
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being 'revolutionary' because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events--breaks, cracks and ruptures--and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 49
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1180278
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1180278
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/17439884.2018.1444637
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 139
    Subjects:
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Educational Change
        Type: general
    Titles:
      – TitleFull: Datafication, Testing Events and the Outside of Thought
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Thompson, Greg
      – PersonEntity:
          Name:
            NameFull: Sellar, Sam
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 1743-9884
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Learning, Media and Technology
              Type: main
ResultId 1