The Rise of Digital Reporting and Assessment Practices: Understanding the Implications for Teachers' Work

• In Event: Roundtable Session 50
  In Roundtable Session: Neoliberal Policy Effects on Teachers' Work and Teacher Unions

Abstract

With the emergence of digital reporting tools in classrooms, teachers’ work is being significantly affected. In particular, digital reporting tools are seen as having low value on instruction and student assessment, yet extremely high impact on teacher workload. Unfortunately, teachers report not being involved in the selection of these systems that are frequently being mandated, nor do they have any direct influence on the content of these systems. In order to better understand the impact on teachers’ work of rapidly changing digital reporting landscape in K-12 education systems, researchers surveyed over 1,100 teachers and principals from across urban and rural school jurisdictions regarding the perceived impact of these digital tools on instruction and assessment practices, workload and shifting parental expectations.

Authors

• Philip Andrew McRae, University of Alberta

• Jason Scott Daniels, University of Alberta

• Stanley J. Varnhagen, University of Alberta

• Jean-Claude Couture, Alberta Teachers' Association