{"title":"Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools","authors":"","doi":"10.1007/s11092-023-09425-2","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes how learning assessment policies are re-contextualized (translated and interpreted) in three elementary and high schools located in poor neighborhoods with different performance categorization according to students’ test results. We conducted interviews and observations with teachers and school leadership team members. Results show that school actors experience the effects of testing both as a menace and as a pressure despite their different school categorization performance. They consider the tests a decontextualized and unjust measurement and therefore respond with similar strategies that seek to avoid these negative consequences. This study contributes to understanding the effects of tight accountability systems that attempt to place different levels of pressure through categorization.</p>","PeriodicalId":46725,"journal":{"name":"Educational Assessment Evaluation and Accountability","volume":"25 1","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment Evaluation and Accountability","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11092-023-09425-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes how learning assessment policies are re-contextualized (translated and interpreted) in three elementary and high schools located in poor neighborhoods with different performance categorization according to students’ test results. We conducted interviews and observations with teachers and school leadership team members. Results show that school actors experience the effects of testing both as a menace and as a pressure despite their different school categorization performance. They consider the tests a decontextualized and unjust measurement and therefore respond with similar strategies that seek to avoid these negative consequences. This study contributes to understanding the effects of tight accountability systems that attempt to place different levels of pressure through categorization.
期刊介绍：
The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education. The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.Aims and Scope in more detail: The main objective of this international journal is to advance knowledge and dissemination of research on and about evaluation, assessment and accountability: - of all kinds (e.g. person, programme, organisation), - on various levels (state, regional, local), - in all fields of education (primary, secondary, higher education/tertiary, as well as non-school sector) and across all different life phases (e.g. adult education/andragogy/Human Resource Management/professional development).The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice. Therefore, the journal explores and discusses: - theories of evaluation, assessment and accountability, - function, role, aims and purpose of evaluation, assessment and accountability, - impact of evaluation, assessment and accountability, - methodology, design and methods of evaluation, assessment and accountability, - principles, standards and quality of evaluation, assessment and accountability, - issues of planning, coordinating, conducting, reporting of evaluation, assessment and accountability.The journal also covers the quality of different instruments or procedures or approaches which are used for evaluation, assessment and accountability.The journal only includes research findings from evaluation, assessment and accountability, if the design or approach of it is meta-reflected in the article.The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.
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