The Instrumentation of Test-Based Accountability in the Autonomous Dutch System

Autor/inn/en	Browes, Natalie; Altinyelken, Hülya K.
Titel	The Instrumentation of Test-Based Accountability in the Autonomous Dutch System
Quelle	In: Journal of Education Policy, 36 (2021) 1, S.107-128 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Browes, Natalie) ORCID (Altinyelken, Hülya K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1689577
Schlagwörter	Accountability; Global Education; Educational Change; Institutional Autonomy; School Effectiveness; Educational Quality; Educational Improvement; School Administration; Administrative Organization; Political Influences; Foreign Countries; Standardized Tests; Educational Policy; Elementary Secondary Education; Netherlands + Suchen Sie Ihr Suchwort? Verantwortung; Globales Lernen; Bildungsreform; Institutionelle Autonomie; Schuleffizienz; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Political influence; Politischer Einfluss; Ausland; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Niederlande
Abstract	Test-based accountability or 'TBA,' as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess 'school quality' (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national 'quality crisis' in education. Secondly, the traditionally autonomous Dutch system, shaped by 'Freedom of Education', has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01