Data use in education: alluring attributes and productive processes

Prøitz, Tine Sophie; Mausethagen, Sølvi; Skedsmo, Guri

doi:10.1080/20020317.2017.1328873

Cited by 12 publications

(14 citation statements)

References 10 publications

(10 reference statements)

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“…It is broadly assumed that leadership and knowledge sharing within and between schools is crucial for successful implementation (Department for education and skills 2007; Kellard et al 2008;Ofsted 2008). Few studies have, however, empirically investigated school leaders' engagement in the implementation of AfL (Prøitz et al 2017).…”

Section: Assessment For Learningmentioning

confidence: 99%

Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning

et al. 2019

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In response to accountability systems dominated by external inspections and achievement data, calls are being made for intelligent accountability or a new accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are encouraged to strive for continuous development in learning organisations based on teamwork, distributed leadership, and professional learning communities. School leaders are positioned between district level administrators and teachers in such processes and have the responsibility to secure professional development. Using the implementation of the national program 'Assessment for Learning' in Norway as a case, the article shows that leaders approach professional development differently. Analyses of interviews with leaders from 7 schools reveal three distinct approaches related to how school leaders perceive knowledge. Some school leaders assume that teachers have the necessary knowledge and skills and trust them to manage the implementation process without leader support. Other school leaders distrust teachers' knowledge and skills and assume that the proper knowledge exists outside the school. These leaders seek external support when they meet teacher resistance. In a third approach, school leaders assume that knowledge develops through collaboration and thereby engage with teachers in continuous judgment about the implementation procedure. In the discussion, questions of trust and distrust are analysed in relation to how professional knowledge is developed and how professional discretion can support the development of intelligent accountability in schools.

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Section: Assessment For Learningmentioning

confidence: 99%

Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning

et al. 2019

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“…About half of the studies about the Norwegian context were written in Norwegian, and the rest were written in English and published internationally. Most of the ten studies targeted the national, municipal, and school system level, mainly focusing on the new governance practices of accountability policies (e.g., Prøitz et al, 2017a;Skedsmo, 2009). Other Norwegian studies discussed the pedagogical content of the basic skills measured by the national tests (e.g., Berge, 2005).…”

Section: Literature Searchmentioning

confidence: 99%

“…This thesis reports the results of the Norwegian Micro Policy Making (MPM) project, which focuses on how and why lower secondary school professionals (school principals, senior leaders, and teachers) make use of national test results. In Norway and internationally, the use of large-scale student data has been studied by focusing on politicians', local authorities', and educational professionals' understandings about how the results can be used to enhance the quality of education in schools (e.g., Coburn & Turner, 2011;Datnow & Hubbard, 2015;Prøitz, Mausethagen, & Skedsmo, 2017a;Skedsmo, 2011). There is, however, limited knowledge about how and why local school professionals deal with new national testing policy expectations in their "everyday" work, especially in Norway.…”

Section: Introductionmentioning

confidence: 99%

National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands

Gunnulfsen

Møller

2016

Leadership and Policy in Schools

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“…Internationally, many efforts have been made to study the use of research evidence in educational practice (e.g., Godfrey, 2017;Harris et al, 2013). Other studies have focused on the use of (school) data in educational practice (e.g., Prøitz, Mausethagen, & Skedsmo, 2017a;Schildkamp et al, 2014). To this day, however, research evidence and school data often represent two separate fields of activity and study (Brown, Schildkamp, & Hubers, 2017).…”

Section: Evidencementioning

confidence: 99%

“…In recent years, evidence 48 is increasingly considered as a basis for decision-making, performance management, and accountability in education (Earl, 2015;Prøitz et al, 2017a). Brown (2015, p. 1) has claimed that evidence is "vital to providing validity to practice."…”

Section: Introductionmentioning

confidence: 99%

School autonomy in practice

Neeleman¹

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People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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Data use in education: alluring attributes and productive processes

Cited by 12 publications

References 10 publications

Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning

Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning

National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands

School autonomy in practice

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