EDUCATIONAL
ACCOUNTABILITY
By: PRINCESS T. NAVARRO
MAED – GENERAL SCIENCE
EDUCATIONAL
ACCOUNTABILITY
By: PRINCESS T. NAVARRO
MAED – GENERAL SCIENCE
EDUCATIONAL
ACCOUNTABILITY
By: PRINCESS T. NAVARRO
MAED – GENERAL SCIENCE
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A C C O U N T
EDUCATIONAL
ACCOUNTABILITY
By: PRINCESS T. NAVARRO
MAED – GENERAL SCIENCE
Objectives of the Lesson
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Define educational accountability;
Explain educational accountability in K to
12 education;
Give the significance of standards and
assessment in Educational
Accountability; and
Describe Outcome-Based Educational
Accountability
What is Educational
Accountability
-
A system that holds students,
schools, and districts
responsible for academic
achievement (Elmore 2002a) .
Educational Accountability
Focuses on student performance as
the measure by which schools and
districts will be accountable to states
(Elmore et al., 1996).
Who Is Accountable?
States hold institutions —
schools and school districts—accountable
for student performance.
The locus of accountability is on
institutions, not individual students
or teachers.
Who Is Accountable?
Moreover,
school-level
accountability
was
designed to encourage teachers to work together
to improve instruction, in contrast to programs
such as merit pay, which were seen
as
fostering competition among school staffs
(Clotfelter and Ladd, 1996).
Accountability systems include a range of
mechanisms, from simply requiring schools and
districts to report on progress to policy makers
and the public, to place consequences
For high
performance
REWARDS
For poor
performance
SANCTIONS
• Testing and accountability
measures continue to be popular
policy prescriptions among
decisionmakers. Test results—and
the results of non-academic
assessments—can provide
information that helps identify
poorly performing schools, districts,
and subgroups.
1. Schools should be held
accountable for higher standards of
performance.
2. Schools should be provided
assistance to build their capacities
for delivering improved education.
3. Schools must increase the quality
and quantity of their performance
outcomes, especially student
achievement.
Principles of Accountability
1. Schools should be held
accountable for higher standards of
performance.
2. Schools should be provided
assistance to build their capacities
for delivering improved education.
3. Schools must increase the quality
and quantity of their performance
outcomes, especially student
achievement.
Two main tools being used to hold
educators accountable
Standards
“Standards serve as a basis of
educational reform that call for a
clear definition of desired
outcomes of schooling and a way
to measure student success in
terms of these outcomes”
(National Research Council
2001).
Testing
To monitor improvement
trends and to find out
whether interventions such
as new standards, curricula,
and staff development
programs are influencing
student performance
positively ( Barton, 2001).
K to 12 Accountability
Accountability in the K-12 school system is focused
on holding school districts, schools, and educators
responsible for student results. To ensure our high
school graduates are well-prepared for higher
education and the workforce, setting high
expectations for our schools and students.
K to 12 Accountability
The K–12 accountability movement
culminated with the passage of the
“No Child Left Behind” Act of 2001,
which required all states to test students
regularly in core subjects and to evaluate
schools based on whether their students
were making adequate progress toward
achievement.
K to 12 Accountability
“No Child Left Behind Act 2001”
• Requires states to develop and implement
standards in reading/ language arts,
mathematics, and science
• Administer annual assessments connected
to the standards
• Mandate sanctions for continued poor
performance by offering school choice and
supplemental service options to students.
K to 12 Accountability
No Child Left Behind Act 2001:
•The law also accentuates equal educational
outcomes for all subgroups of students,
imposes time-lines for improving student
achievement through a requirement for
adequate yearly progress (AYP)
• Demands added qualifications for teachers
• Defines proficiency as test scores in reading
and mathematics (Sunderman, Kim, and
Orfield, 2005).
Educational Accoutability
Educational Accoutability
K to 12 Accountability
●
While schools respond strategically to
accountability pressure, they make
substantive changes, such as
lengthening instructional time and
increasing focus on low-performing
students who need extra help
(Deming et al. 2016; Reback, Rockoff, and
Schwartz 2014; Rouse et al. 2013).
K to 12 Accountability
K to 12 Accountability
1. How accountability interacts with
assessments?
●
When assessments are aligned with
learning goals, accountability systems
can motivate classroom instruction to
focus on those outcomes (Stecher,
Barron, Kaganoff, and Goodwin, 1998).
K to 12 Accountability
2. How teachers conduct and use
classroom assessment?
●
Assessment and instruction interact
when teachers collect evidence about
student performance and use it to
shape their teaching
(NRC, 2001a; Shepard, 2000; Black and
Wiliam, 1998; Niyogi, 1995).
K to 12 Accountability
3. How states and districts use
assessments for accountability?
●
●
States and districts may use “normreferenced” tests, where a student’s
reported score is compared to the scores of
other students in some reference
population.
Over half of the states and some districts
use some form of “criterion-referenced”
assessments (CCSSO, 1998).
Outcome-Based Education
Overview
An OBE curriculum starts with a clear
picture of what is important for
students to be able to do, then
organizing the curriculum, instruction
and assessment to make sure this
learning ultimately happens.
Outcome-Based Education
The four basic principles are
(Spady, 1994):
1. Clarity of focus
focused on what they want students to
know, understand and be able to do.
2. Designing down
The curriculum design must start with a
clear definition of the intended outcomes
that students are to achieve by the end of
the program.
Outcome-Based Education
3. High expectations
should establish high, challenging
standards of performance in order to
encourage students to engage deeply in
what they are learning.
4. Expanded opportunities
must strive to provide expanded
opportunities for all students.
Outcome-Based Education
●
•
•
•
Focuses on student learning by:
Using learning outcome statements to make
explicit what the student is expected to be able to
know, understand or do;
Providing learning activities which will help
the student to reach these outcomes;
Assessing the extent to which the student meets
these outcomes through the use of explicit
assessment criteria.
Outcome-Based Education
OBE requires lecturers to focus
on the outcomes of education
rather than merely teaching
information. The lecturer will
plan all activities around these
outcomes.
Lecturers: Central to the implementation of
the OBE
OBE requires lecturers to focus on
the outcomes of education rather
than merely teaching information.
The lecturer will plan all activities
around these outcomes
Assessment will be on-going
Outcome-Based
Educational Accountability - Issues
•
•
•
Accountability towards students –
fulfilling requirements of the curriculum
Satisfying needs of industry –
unemployed graduates
Maintaining academic
standards – unaccredited
programmes
Outcome-Based
Educational Accountability - Issues
• Accountable to grant providing
organizations – stakeholders
• Accreditation – outcome based
education.
It should contribute to the objective of
improving student’s learning.
Since in OBE, there is a need first to establish
a clear vision of what the students are
expected to learn (desired learning outcome)
, then assessment become an embedded
part of the system.
Testing, Teaching, & Learning
Elmore & Rothman (1999), NRC
1994 Goals 2000: vision of coherent capacity building
1994 ESEA set forth an incentives theory of change – assumed that with
.
sufficient motivation, teachers and other school personnel would find
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References
:"6 Assessment and Accountability in the Education System."
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National Research Council. 2002. Investigating the Influence of
Standards: A Framework for Research in Mathematics, Science,
and Technology Education. Washington, DC: The National
Academies Press. doi: 10.17226/10023.
7 Accountability." National Research Council. 1999. Testing,
Teaching, and Learning: A Guide for States and School
Districts. Washington, DC: The National Academies Press. doi:
10.17226/9609.
https://www.nap.edu/read/9609/chapter/9#96
Outcome Based Education - The Dilemma of Defining
Outcome Based Education, Objective Based Education as a
Reform Ideal - Learning, Outcomes, Obe, and Learners StateUniversity.com
https://education.stateuniversity.com/pages/2304/Outcome
-Based-Education.html#ixzz6YN5iC9Ty
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