Teacher Accountability, Datafication and Evaluation: A Case for Reimagining Schooling
Saved in:
| Title: | Teacher Accountability, Datafication and Evaluation: A Case for Reimagining Schooling |
|---|---|
| Language: | English |
| Authors: | Holloway, Jessica (ORCID |
| Source: | Education Policy Analysis Archives. Apr 2020 28(56). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Evaluation, Accountability, Elementary Secondary Education, Educational Legislation, Federal Legislation, Role of Education, Educational Change, Standards, Data |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| ISSN: | 1068-2341 |
| Abstract: | The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the 'norms' we have come to accept as necessary features of modern schooling. Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking "outside of" the traditional accountability "box." |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1250178 |
| Database: | ERIC |
| Abstract: | The purpose of this commentary is to push the boundaries (real and perceived) of how we think about teacher accountability, education and the purpose of schooling in contemporary times. It takes as a starting point a view that recent changes to the Every Student Succeeds Act does little to shift the underpinning logics of high-stakes teacher accountability that ultimately threaten the stability and adaptability of public schools. Building from this presumption, it explores more universal features of contemporary schooling practices (e.g., standardization, datafication and evaluation) that undermine teacher expertise, autonomy and professional discretion. The purpose is to provide a new lens for thinking about the role of education and to radically disrupt the 'norms' we have come to accept as necessary features of modern schooling. Ultimately, it serves as a thought experiment to provide some space for imagining new possibilities and thinking "outside of" the traditional accountability "box." |
|---|---|
| ISSN: | 1068-2341 |
