Journal of Science Teacher Education

, Volume 19, Issue 5, pp 413–416 | Cite as

Making Problematic Standardized Assessment for Teacher Accountability: Using Political Theory to Guide Science Teacher Education Research

  • Mark A. Templin

What I propose, is very simple, it is nothing more than to think what we are doing. (Arendt 1958, p. 5)

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.

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...


Science Teacher Political Theory Standardize Assessment High Stake Science Teacher Educator 
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Copyright information

© Springer Science+Business Media, B.V. 2008

Authors and Affiliations

  1. 1.The University of ToledoToledoUSA

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