Making Problematic Standardized Assessment for Teacher Accountability: Using Political Theory to Guide Science Teacher Education Research
- 167 Downloads
My purpose in writing this editorial is to problematize the use of standardized assessment for accountability purposes so that new questions for science teacher education research may come to light and guide our efforts. To make this argument, I will rely mainly on the work of Hannah Arendt, a leading political theorist of the twentieth century. I use her work as a basis for my own thought about accountability assessment, not because it is the only way to think about the problem; instead, I use it because it provides a new perspective that I think can add meaningfully to the debate over future directions for research into science teacher education and professional development.
What I propose, is very simple, it is nothing more than to think what we are doing. (Arendt 1958, p. 5)
The reliance on standardized testing in holding science teachers accountable has only intensified in recent years. For example, the recent Federal Government’s No Child Left Behind (NCLB) Act relies heavily on...
KeywordsScience Teacher Political Theory Standardize Assessment High Stake Science Teacher Educator
- Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.Google Scholar
- Arendt, H. (1992). Lectures on Kant’s political philosophy. In R. Beiner (Ed.), Hannah Arendt: Lectures on Kant’s political philosophy (pp. 7–77). Chicago: University of Chicago Press.Google Scholar
- Aristotle. (1958). Book I: The theory of the household. In E. Barker (Ed. and Trans.), The politics of Aristotle (pp. 1–38). New York: Oxford University Press.Google Scholar
- Beiner, R. (1992). Hannah Arendt on judging. In R. Beiner (Ed.), Hannah Arendt: Lectures on Kant’s political philosophy (pp. 89–156). Chicago: University of Chicago Press.Google Scholar
- Honig, B. (1995). Toward an agonistic feminism: Hannah Arendt and the politics of identity. In B. Honig (Ed.), Feminist interpretations of Hannah Arendt (pp. 135–166). University Park: Pennsylvania State University Press.Google Scholar
- King, M. D. (2006). Assessment in support of conceptual understanding, student motivation to learn science. In M. McMahon, R. Simmons, R. Sommers, D. DeBaets, & F. Crawley (Eds.), Assessment is science: Practical experiences and education research (pp. 31–39). Arlington, VA: NSTA Press.Google Scholar
- Montaigne, M. (2003). On Cato the younger. In M. A. Screech (Ed. and Trans.), Michel de Montaigne: The complete essays (pp. 257–261). London: Penguin Books.Google Scholar