Educ Asse Eval Acc (2018) 30:93–95 https://doi.org/10.1007/s11092-018-9279-3 Key actors’ involvement in implementing assessment reforms and using quality improvement measures 1,2 1 Guri Skedsmo & Stephan Gerhard Huber Published online: 2 June 2018 Springer Science+Business Media, LLC, part of Springer Nature 2018 In recent years, education reforms in many countries have focused on elements such as competences, performance standards and technologies to measure educational quality, producing data for use in decision-making and quality improvement at all levels of the school system (Lingard et al. 2013). As part of this trend, key actors, including school leaders and teachers, are expected to be more open and responsive to external judgments of their work and outcomes (Prøitz et al. 2017;Sun et al. 2016). In terms of local policy implementation, the autonomy of teachers and school leaders depends on the prevailing system of governance and the logics of accountability that inform performance management. Drawing on concepts originally developed by Sears and Marshall (1990) in the context of local curricu- lum work, these implementation processes can be said to take one of two general forms: ‘empowerment-as-authorisation’ or ‘empowerment-as-enablement’.While the former is a top-down process in which teachers and school leaders implement decisions from above, the
"Educational Assessment, Evaluation and Accountability" – Springer Journals
Published: Jun 2, 2018
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