The Bigger Picture: Institutional Perspectives on Interim Assessment Technologies

Autor/in	Burch, Patricia
Titel	The Bigger Picture: Institutional Perspectives on Interim Assessment Technologies
Quelle	In: Peabody Journal of Education, 85 (2010) 2, S.147-162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Qualitative Research; Privatization; Participant Observation; Federal Legislation; Research Methodology; Academic Achievement; High Stakes Tests; Scores; Evaluation; Interviews; Public Education; Vendors; Educational Improvement; Achievement Gap; Summative Evaluation; Elementary Secondary Education; Accountability; Public Policy + Suchen Sie Ihr Suchwort? Qualitative Forschung; Privatisation; Privatisierung; Teilnehmende Beobachtung; Bundesrecht; Research method; Forschungsmethode; Schulleistung; Evaluierung; Interviewing; Interviewtechnik; Öffentliche Erziehung; Vendor; Anbieter; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Öffentliche Ordnung
Abstract	Drawing on a study of new forms of educational privatization, this article examines how ideas from institutional theory can be useful in analyzing the complex dynamics behind interim assessment technologies. The study was based on qualitative research methods and included interviews, a small-scale questionnaire, participant observation, and analysis of public and financial documents. As defined here, interim assessment technology is the software that is sold to schools and districts in order to gauge students' progress toward high-stakes tests and to comply with the testing and reporting requirements of the No Child Left Behind Act of 2001. The design and implementation of these assessment technologies reflects the complex pressures on schools and districts--to be more efficient, to be more compliant, and to be more equitable. I argue that in understanding the consequences of these technologies, we need to pay close attention to interactions between private firms and public agencies. Examining these interactions is important--for drawing attention not only to what is changing in public education but also to what is not. Private vendors can design sophisticated technologies for generating, storing, and reporting test score data. These technologies can be adopted system-wide. However, from the perspective of school staff, privately designed services and products still can seem very disconnected from the actual challenges of improving instruction. (Contains 3 figures, 1 table, and 4 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10