Accountability in Three Realms

Making Learning Visible Inside and Outside the Classroom

Bibliographic Data

ID4795936
AuthorsMara Krechevsky (Zero Emissions Resource Organisation), Melissa Rivard (Zero Emissions Resource Organisation), Fredrick R Burton, Fredrick Burton
Year2009
Volume49
Issue1
Pages64-71
Publication date2009-12-31
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405840903436087
OpenAlexW2075557188
LanguageEN
Citations received4
References cited7

This article describes the changing culture of a public school as members of its community explore new ways of being accountable to progressive ideals in an age of skills-based learning and standardized testing. Using documentation makes adult and student learning visible in and outside the classroom, supporting three forms of accountability: (a) accountability to self (looking at what one intended to teach in relation to what actually happened); (b) accountability to each other (contributing to collective learning as well as one's own); and (c) accountability to the larger community (evaluating the relationship between the school's mission and classroom practice). Documentation leads to more intentional and reflective teaching, provides evidence of student learning not represented by standardized tests, and supports the development of a school's identity. The authors conclude that documentation, although not a replacement for standardized tests, is a versatile tool that blurs the line between formative and summative assessment

Accountability · Documentation · Formative assessment · Identity (music · Mathematics education · Pedagogy · Political science · Sociology · Standardized test · Summative assessment · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback

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