Enactment of Performance-Based Accountability in Education: Implications for Stakeholders

Session Type: Symposium

Abstract

The symposium explores how performance-based accountability (PBA) system designs are enacted in five different governing contexts (Chile, China, England, Norway, and Spain) and their implications for a range of involved actors, such as school leaders, teachers and parents. The session includes a mixture of paper presentations focusing on comparative analyses across countries as well as country-specific accounts and aims to provide knowledge about trends across countries as well as in depth-analyses of local country contexts. The session shows that despite PBA policies explicitly put pressure on school actors in an attempt to alter their behaviour, the implementation of these policies is also contingent on dynamics of negotiation, sensemaking, persuasion and value conflict.

Sub Unit

• World Education Research Association

Chair

• Antoni Verger, Universitat Autònoma de Barcelona

Papers

• Accountability, Incentives, and Teachers' Motivation to Perform: A Conjoint Experiment - Antonina Levatino, Universitat de Barcelona; Gerard Ferrer-Esteban, Universitat Oberta de Catalunya; Antoni Verger, Universitat Autònoma de Barcelona

• Reconciling Top-Down Policy Intent With Internal Accountability in Chinese Schools - Haiyan Qian, The Education University of Hong Kong

• Data Stories, Possibilities, and Lore: The Use of Performance Data at an English Girls' School - Jessica Holloway, Australian Catholic University; Tanjin Ashraf, Australian Catholic University

• Parents' Resistance Toward a Performance Regime in a Local Norwegian School System - Marjolein Camphuijsen, Vrije Universiteit Amsterdam; Guri Skedsmo, Schwyz University of Teacher Education

Discussant

• James P. Spillane, Northwestern University