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ERIC Number: EJ1148461
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1553-541X
EISSN: N/A
Reciprocal Accountability for Transformative Change: New Hampshire's Performance Assessment of Competency Education
Marion, Scott F.; Vander Els, Jonathan; Leather, Paul
Voices in Urban Education, n46 p20-25 2017
In New Hampshire, a new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district, and state levels. This concept of reciprocal accountability, developed by school improvement expert Richard Elmore, is at the core of New Hampshire's Performance Assessment of Competency Education (PACE), a competency-based educational approach designed to ensure that students have meaningful opportunities to achieve critical knowledge and skills (see Marion & Leather 2015; Rothman & Marion 2016; New Hampshire Department of Education 2016). For PACE, reciprocal accountability means that local educational leaders are involved in designing and implementing the assessment and accountability systems and receive intense technical, policy, and practical support and guidance from the New Hampshire Department of Education (NHDOE) and other experts in the field. PACE attempts to foster organizational learning and change by appealing to the intrinsic motivation of adults to improve their work rather than relying on top-down accountability and compliance strategies.
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire
Grant or Contract Numbers: N/A