Do national test scores and quality labels trigger school self-assessment and accountability? A critical analysis in the Chilean context

Using qualitative data from two Chilean public schools,I interrogate the expectation that standardised testing motivates staff to critically self-assess themselves and to be accountable for failing evaluations. The research findings bring new insights into looking at ways in which school members,especially head managers,strategically debate,highlight and obscure scores,classifications and ranking positions to generate narratives of institutional success,while defending themselves from negative outcomes. Members are both disciplined by state technologies,but are also actively committed to produce school identity narratives in creative ways as a manner to make sense of the school and maintain its value.

Información de Publicación

Autores:

Alejandra Falabella

Institución: Universidad Alberto Hurtado
Facultad: Educación
Unidad: Educación

Revista:

British Journal of Sociology of Education

Año:

2016

Lugar:

Oxon,Inglaterra

Volumen:

XXXVII

Número:

5

Páginas:

743-760

Url de Publicación:

http://www.tandfonline.com/doi/abs/10.1080/01425692.2014.976698?journalCode=cbse20.