NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075972
Record Type: Journal
Publication Date: 2015-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1531-7714
EISSN: N/A
"Rational" Observational Systems of Educational Accountability and Reform
Amrein-Beardsley, Audrey; Holloway-Libell, Jessica; Cirell, Anna Montana; Hays, Alice; Chapman, Kathryn
Practical Assessment, Research & Evaluation, v20 n17 Aug 2015
There is something incalculable about teacher expertise and whether it can be observed, detected, quantified, and as per current educational policies, used as an accountability tool to hold America's public school teachers accountable for that which they do (or do not do well). In this commentary, authors (all of whom are former public school teachers) argue that rubric-based teacher observational systems, developed to assess the extent to which teachers adapt and follow sets of rubric-based rules, might actually constrain teacher expertise. Moreover, authors frame their comments using the Dreyfus Model (1980, 1986) to illustrate how observational systems and the rational conceptions on which they are based might be stifling educational progress and reform.
Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A