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Teacher Accountability, Datafication and Evaluation: A Case for Reimagining Schooling

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Title: Teacher Accountability, Datafication and Evaluation: A Case for Reimagining Schooling
Language: English
Authors: Holloway, Jessica (ORCID 0000-0001-9267-3197)
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
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  Data: 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
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  Data: 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."
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      – SubjectFull: Elementary Secondary Education
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