Open lecture: Emerging models of education accountability
As part of the faculty’s 20th anniversary celebration, the research group Large-scale Educational Assessment (LEA) provides the unique opportunity for members of the faculty to participate in two keynote sessions that are part of this year’s EARLI Special Interest Groups 18 and 23 Joint Conference.
The conference theme reads «Closing the gaps? Differential accountability and effectiveness as a road to school improvement», and the keynote sessions will be closely related to this topic. It is an honor for us that outstanding scholars from Harvard University and the University College London agreed on delivering the keynote lectures.
Registration for participation is required; no fees apply for UV faculty members who want to attend the two keynote session. Registration batches can be obtained at the registration desk prior to the keynote sessions.
Emerging models of education accountability; evaluation of school networks in a polycentric system
Dr. Melanie Ehren (University College London, Institute of Education)
Many education systems have become more polycentric over the last decade when motivating schools and other service providers to operate in networks to provide inclusive education or develop and implement more localized school-to-school improvement models. These decentralized and collaborative arrangements have major consequences for accountability systems which traditionally are predicated on hierarchical and centralized forms of school evaluation.
This keynote will address the changes in current education systems, the challenges these changes have for existing accountability systems, as well as present examples of how newer accountability arrangements (such as implemented by Inspectorates of Education) have been developed to evaluate the functioning of networks in a more localized setting.
Melanie is a Reader at the UCL Institute of Education, working on research in the area of educational accountability and improvement. Her work features a range of comparative EU-funded studies on the effectiveness of inspection systems, as well as country reviews of evaluation and inspection systems for the OECD and UNICEF and research in England and the U.S. on the effects (both positive and negative) of high-stakes testing.