TY - JOUR
T1 - "Rational" observational systems of educational accountability and reform
AU - Beardsley, Audrey
AU - Holloway-Libell, Jessica
AU - Cirell, Anna Montana
AU - Hays, Alice
AU - Chapman, Kathryn
PY - 2015
Y1 - 2015
N2 - 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.
AB - 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.
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M3 - Article
AN - SCOPUS:84949844539
SN - 1531-7714
VL - 20
JO - Practical Assessment, Research and Evaluation
JF - Practical Assessment, Research and Evaluation
IS - 17
ER -