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ERIC Number: EJ1105409
Record Type: Journal
Publication Date: 2016-Jul
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1365-4802
Infantile Accountability: When Big Data Meet Small Children
Wrigley, Terry; Wormwell, Louise
Improving Schools, v19 n2 p105-118 Jul 2016
This article examines a government attempt to impose testing of 4-year-olds as a baseline against which to "hold primary schools accountable" for children's subsequent progress. It examines the various forms of baseline testing in this experiment and analyses the misleading claims made for the "predictive validity" of baseline scores. The article also takes a broader look at standardised ways of tracking children's attainment and progress to the end of primary school and tacit assumptions of linear progress underpinning large-scale data-based accountability processes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A