"Rational" Observational Systems of Educational Accountability and Reform

Autor/inn/en	Amrein-Beardsley, Audrey; Holloway-Libell, Jessica; Cirell, Anna Montana; Hays, Alice; Chapman, Kathryn
Titel	"Rational" Observational Systems of Educational Accountability and Reform
Quelle	In: Practical Assessment, Research & Evaluation, 20 (2015) 17, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Accountability; Educational Change; Educational Policy; Expertise; Teacher Competencies; Value Judgment; Public School Teachers; Teacher Effectiveness; Teacher Evaluation; Observation; Models; Evaluation Methods; Educational Practices; Test Reliability; Test Validity; Scoring Rubrics + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Politics of education; Bildungspolitik; Expert appraisal; Lehrkunst; Werturteil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Analogiemodell; Bildungspraxis; Testreliabilität; Testvalidität; Scoring formulas; Auswertungsbogen
Abstract	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. (As Provided).
Anmerkungen	Dr. Lawrence M. Rudner. e-mail: editor@pareonline.net; Web site: http://pareonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01