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Teacher accountability, datafication and evaluation: a case for reimagining schooling

Holloway, Jessica 2020, Teacher accountability, datafication and evaluation: a case for reimagining schooling, Education Policy Analysis Archives, vol. 28, no. 56, pp. 1-12, doi: 10.14507/EPAA.28.5026.

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Title Teacher accountability, datafication and evaluation: a case for reimagining schooling
Author(s) Holloway, JessicaORCID iD for Holloway, Jessica orcid.org/0000-0001-9267-3197
Journal name Education Policy Analysis Archives
Volume number 28
Issue number 56
Start page 1
End page 12
Total pages 12
Publisher Arizona State University
Place of publication Phoenix, Ariz.
Publication date 2020-04
ISSN 1068-2341
Keyword(s) Social Sciences
Education & Educational Research
accountability
datafication
teacher evaluation
Every Student Succeeds Act (ESSA)
EDUCATION
Summary 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”.
Language eng
DOI 10.14507/EPAA.28.5026
Indigenous content off
Field of Research 1301 Education Systems
1303 Specialist Studies in Education
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30140700

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.