Accountability through high-stakes testing and curriculum change


Autoria(s): Smeed, Judy L.
Data(s)

2010

Resumo

The motivation for secondary school principals in Queensland, Australia, to investigate curriculum change coincided with the commencement in 2005 of the state government’s publication of school exit test results as a measure of accountability. Aligning the schools’ curriculum with the requirements of high-stakes testing is considered by many academics and teachers as negative outcome of accountability for reasons such as ‘teaching to the test’ and narrowing the curriculum. However, this article outlines empirical evidence that principals are instigating curriculum change to improve published high-stakes test results. Three principals in this study offered several reasons as to why they wished to implement changes to school curricula. One reason articulated by all three was the pressures of accountability, particularly through the publication of high-stakes test data which has now become commonplace in education systems of many Western Nations.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/38936/

Publicador

Australian Council for Educational Leaders

Relação

http://eprints.qut.edu.au/38936/1/38936.pdf

http://www.acel.org.au/index.php?id=798

Smeed, Judy L. (2010) Accountability through high-stakes testing and curriculum change. Leading & Managing, 16(2), pp. 1-15.

Direitos

Copyright 2010 Australian Council for Educational Leaders

Fonte

Office of Education Research; School of Cultural & Professional Learning; Faculty of Education

Palavras-Chave #130106 Secondary Education #130202 Curriculum and Pedagogy Theory and Development #high stakes testing #curriculum #examinations
Tipo

Journal Article