Intelligent accountability in schools: a study of how school leaders work with the implementation of assessment for learning
Author
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Tolo, Astrid
Author
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Lillejord, Sølvi
Author
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Flórez Petour, María Teresa
Author
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Hopfenbeck, Therese N.
Admission date
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2022-12-27T13:59:39Z
Available date
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2022-12-27T13:59:39Z
Publication date
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2020
Cita de ítem
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Journal of Educational Change (2020) 21:59–82
Identifier
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15731812
Identifier
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13892843
Identifier
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10.1007/s10833-019-09359-x
Identifier
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https://repositorio.uchile.cl/handle/2250/190612
Abstract
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In response to accountability systems dominated by external inspections and
achievement data, calls are being made for intelligent accountability or a new
accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors
are encouraged to strive for continuous development in learning organisations based
on teamwork, distributed leadership, and professional learning communities. School
leaders are positioned between district level administrators and teachers in such processes and have the responsibility to secure professional development. Using the
implementation of the national program ‘Assessment for Learning’ in Norway as a
case, the article shows that leaders approach professional development diferently.
Analyses of interviews with leaders from 7 schools reveal three distinct approaches
related to how school leaders perceive knowledge. Some school leaders assume
that teachers have the necessary knowledge and skills and trust them to manage the
implementation process without leader support. Other school leaders distrust teachers’ knowledge and skills and assume that the proper knowledge exists outside the
school. These leaders seek external support when they meet teacher resistance. In a
third approach, school leaders assume that knowledge develops through collaboration and thereby engage with teachers in continuous judgment about the implementation procedure. In the discussion, questions of trust and distrust are analysed in
relation to how professional knowledge is developed and how professional discretion
can support the development of intelligent accountability in schools.