The Virtue of Accountability: System Redesign, Inspection, and Incentives in the Era of Informed Professionalism

Barber, Michael

doi:10.1177/002205740518500102

Cited by 39 publications

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“…This condition was explained by Barber (2004) as an indicator of informed professionalism where teachers possess appropriate knowledge and skills to develop what they intend to do based on the growth of educational needs. We can argue that teachers have high possibilities in improving their quality on their own circumstances.…”

Section: Discussionmentioning

confidence: 99%

Teacher Professionalism: Analysis of Professionalism Phases

Wardoyo¹,

Herdiani²,

Sulikah³

2017

IES

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Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence, and professional competence. Hargreaves (2000) captured and fragmented the pattern of professionalism development through four phases. This study, a perception study, observed 100 teachers to draw the pattern of teacher professionalism, particularly in Tulungagung and Blitar District, East-Java, Indonesia based on Hargreaves professionalism phases. The results of this study identify that the likelihood phase of teacher professionalism in Indonesia is in collegial phase. Additionally, the criteria of professionalism enhancement reflect the professionalism development based on professionalism ages by . Further, we observe the likelihood of professionalization become an influential factor of professionalism development. The results indicate that every phase captured the right pattern of professionalism development.

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Section: Discussionmentioning

confidence: 99%

Teacher Professionalism: Analysis of Professionalism Phases

Wardoyo¹,

Herdiani²,

Sulikah³

2017

IES

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“…The standardized national test is to examine whether students have reached the standardized curriculum (Barber, 2004). Teachers, however, contended that it can be difficult to assess students' understandings or inquiry abilities using a multiple choice format.…”

Section: Resultsmentioning

confidence: 99%

“…Teachers are less likely to focus on the goals of inquiry if their students' performance is evaluated on a national-level tests that assess isolated facts (NRC, 2007). Furthermore, when large-scale external examinations including the national test take these forms, teachers tend to create similar assessments for their classes (Barber, 2004). The national test, therefore, needs to develop test items that could assess students' inquiry abilities.…”

Section: Resultsmentioning

confidence: 99%

“…What is needed for teachers is to extend beyond standardized test results and scientific claims around a particular pedagogical method. In conclusion, teacher professionalism so called 'informed professionalism' (Luke and Woods, 2007;Barber, 2004) or 'adaptive expertise' (Darling-Hammond and Bransford, 2005) is urgently called for in this assessment regime. The teacher professionalism required for this accountability era is 'informed professionalism' where teachers could interpret and implement curriculum and policy mandates at the local, school and classroom level to generate improved student outcomes (Luke and McArdle, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…That is, teachers are required to implement evidence-based education through analyzing data constantly and choose implementation methods based on the revealed evidences. Teachers with informed professionalism have the capacity to respond to new educational challenges using evidence to engage with and generate innovative and effective approaches to teaching (Barber, 2004).…”

Section: Discussionmentioning

confidence: 99%

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Changes of the Elementary Science Teaching with the Influence of the National Assessment of Educational Achievement

Kwak¹

2011

Journal of the Korean earth science society

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In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

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Language Assessment Literacy

Inbar‐Lourie¹

2012

The Encyclopedia of Applied Linguistics

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Language assessment literacy forms the knowledge base needed to conduct language assessment procedures, that is, to design, administer, interpret, utilize, and report language assessment data for different purposes. The term is derived from the generic assessment literacy concept which refers to the knowledge and skills required for performing assessment‐related actions (Stiggins, 1991; Webb, 2002). Language assessment literacy encompasses not only familiarity with tools and procedures for evaluating students' language abilities, but additional components, particularly the ability to render apt feedback so as to effectively direct learners toward setting and reaching future learning targets. Furthermore, assessment literate professionals are also aware of the ethical aspects involved in the assessment process and of the possible ramifications of putting assessment‐based decisions into practice, hence consequential validity (Messick, 1989).

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The Virtue of Accountability: System Redesign, Inspection, and Incentives in the Era of Informed Professionalism

Abstract: Accountability has become synonymous with testing. But there's more to it than that, as an architect of the British accountability system explains.

Cited by 39 publications

References 0 publications

Teacher Professionalism: Analysis of Professionalism Phases

Teacher Professionalism: Analysis of Professionalism Phases

Changes of the Elementary Science Teaching with the Influence of the National Assessment of Educational Achievement

Language Assessment Literacy

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