Rethinking side effects of accountability in education: Insights from a multiple methods study in four German school systems
Based on a research project comprising data from an interview study and a survey with teachers and school principals in four German federal states (Bundesländer), this paper questions the claim that the side effects of accountability in education are bound to high-stakes contexts, and also provides...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Arizona State University
2017-08-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | https://epaa.asu.edu/ojs/article/view/2662 |
| Summary: | Based on a research project comprising data from an interview study and a survey with teachers and school principals in four German federal states (Bundesländer), this paper questions the claim that the side effects of accountability in education are bound to high-stakes contexts, and also provides evidence of side effects occurring in no- and low-stakes contexts. The findings suggest that side effects cannot be fully explained by certain implementation features of accountability regimes (e.g. high stakes), but should rather be understood as a result of implementation features as well as systematic effects of accountability in education. |
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| ISSN: | 1068-2341 |