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. Attached Files Name Description MIMEType Size Downloads Title Teacher accountability, datafication and evaluation: a case for reimagining schooling Author(s) 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 Document type: Journal Article Collections: Faculty of Arts and Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Link to full-text (open access)     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Mon, 10 Aug 2020, 09:21:25 EST Mon, 10 Aug 2020, 09:35:21 EST Tue, 11 Aug 2020, 05:00:12 EST Tue, 11 Aug 2020, 22:00:01 EST Sat, 29 Aug 2020, 02:32:01 EST Wed, 02 Sep 2020, 06:03:16 EST Fri, 11 Sep 2020, 11:08:05 EST Fri, 11 Sep 2020, 11:09:50 EST Fri, 11 Sep 2020, 11:16:38 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 42 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 10 Aug 2020, 09:35:21 EST

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.