28 SES 12 C JS, Globalizing Test-Based Accountabilities in Education: Policy transfer and re-contextualization dynamics Part 1: Global Perspectives
Joint Symposium NW 23 and NW 28 to be continued in 28 SES 13 B JS
This paper documents and critiques dominant modes of educational accountability world-wide that have tended to be top-down, and which use tests or standards to hold school systems, schools, principals and teachers to account. A brief survey of the history and functioning of these modes of accountability in education, particularly in Anglo-American school systems, will provide the background to our case study. We will argue that such a top-down, test-based approach needs to be complemented by giving schools and their communities the opportunity to provide accounts of their multiple achievements beyond merely test results, quantitative data and standards compliance. The paper will thus work with two discursive constructions of accountability: being held ‘to account’ and being enabled to give ‘an account’. The paper will then draw on a large research project conducted with a team of researchers in a regional area of Queensland, Australia, in conjunction with the State Department of Education and over a three-year period. Here, we worked with principals, teachers and students in eight schools, along with the schools’ communities, to construct a new mode of what we called ‘rich accountabilities’, which is educative in intent and which keeps the broadest purposes of schooling in mind. The paper will outline the partnership processes utilised in the development of this new mode of accountability, including the creation of a community-based Learning Commission. This approach drew heavily on the ‘competency group’ model developed by Sarah Whatmore and her colleagues at Oxford, which brings together professional and local expertise to seek solutions to local problems. The partnership mode of accountability that we developed will be outlined. This mode included two-way horizontal school-community relationships, and the opportunity for schools and their communities to speak back to systems about ‘opportunities to learn’, and thus demand the resources necessary to achieve the outcomes by which the system is holding them to account. This approach works together being held to account and giving an account, and both quantitative and qualitative data, and stresses the importance of collaborative partnerships.
Lingard, B., Martino, W., Rezai-Rashti, G. and Sellar, S. (2016). Globalizing educational accountabilities. New York: Routledge. Lingard, B., Sellar, S. and Lewis, S. (2017) Accountabilities in schools and school systems. in G. Noblit (Ed.) Oxford Research Encyclopedia of Education (pp. 1-28). Oxford: Oxford University Press. Lingard, B. & Lewis, S. (2016) Globalisation of the Anglo-American approach to the top-down, test-based educational accountability. In G. Brown and L. Harris (Eds.) Handbook of Human and Social Conditions in Assessment (pp. 387-403). New York: Routledge. Ranson, S. (2003) Public accountability in an age of Neo-liberalism. Journal of Education Policy, 18(5), 459-480.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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