Serving Public Interests in Educational Accountability
Alternative Approaches to Democratic Evaluation
Bibliographic Data
| ID | 12470833 |
|---|---|
| Authors | Katherine E Ryan (Department of Educational Psychology, 230 Education, 1310 South Sixth Street, Champaign, IL 61820, USA, corresponding author) |
| Year | 2004 |
| Volume | 25 |
| Issue | 4 |
| Pages | 443-460 |
| Publication date | 2004-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/109821400402500403 |
| OpenAlex | W4252580608 |
| Language | EN |
| Citations received | 13 |
| References cited | 16 |
Today, educational evaluation theory and practice face a critical juncture with the kind of educational accountability evaluation legislated by No Child Left Behind. While the goal of this kind of educational accountability is to improve education, it is characterized by a hierarchical, top-down approach to improving educational achievement reflecting a climate of control and efficiency. Democratic evaluation is intended for contexts in which there are concerns about top-down control of management and education (MacDonald, B. & Kushner, S. (2004). Democratic evaluation. In S. Mathison (Ed.), The encyclopedia of evaluation. Thousand Oaks, CA: Sage). This paper examines democratic evaluation approaches to see how these approaches might contribute to making educational accountability more democratic. Suggestions about how evaluators can serve public interests in developing a more democratic accountability are presented
Accountability · Control (management · Democracy · Economics · Educational assessment · Face (sociological concept · Management · Pedagogy · Political science · Politics · Public relations · Social science · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · Public Administration · Teacher Education and Leadership Studies
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| Unique citing works | 13 |
|---|---|
| Citations per year | 0,62 |
| Citation span | 2005 - 2022 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 13 |