190102 SE M5.3 Planung, Evaluation und Assessment im Bildungsbereich (2023S)
Understanding the Culture and Roots of the Accountability Movement
Prüfungsimmanente Lehrveranstaltung
Labels
Seminar wird von Gastprof. Hannah Spector übernommen.
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mi 01.02.2023 06:30 bis Di 21.02.2023 09:00
- Anmeldung von Fr 24.02.2023 09:00 bis Di 28.02.2023 09:00
- Abmeldung bis Mo 20.03.2023 09:00
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
- Hannah Spector
- Magdalena Steger (TutorIn)
Termine (iCal) - nächster Termin ist mit N markiert
- Freitag 26.05. 13:15 - 17:30 Seminarraum 5 Sensengasse 3a 1.OG
- Samstag 27.05. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Freitag 02.06. 12:00 - 17:00 Seminarraum 4 Sensengasse 3a 1.OG
- Samstag 03.06. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Freitag 09.06. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Facilitation/presentation of course reading(s): 20 credits
Written presentation of paper idea: 20 credits
Course paper: 40 credits
Participation in class discussions, group work, and other responsibilities: 20 credits
Written presentation of paper idea: 20 credits
Course paper: 40 credits
Participation in class discussions, group work, and other responsibilities: 20 credits
Mindestanforderungen und Beurteilungsmaßstab
1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
Prüfungsstoff
Literatur
Steeves, K. A. (2009). Transforming American educational identity after Sputnik. American Educational History Journal, 36(1), 71-87.
Haugsbakk, G. (2017). From Sputnik to PISA shock: New technology and educational reform
in Norway and Sweden. Education Inquiry, 4(4), 607-627.
Eisner, E. (1976). Educational connoisseurship and criticism: Their form and functions in
educational evaluation. Journal of Aesthetic Education, 10(3/4), 135-150.
Biesta, G. (2007). Why what works won’t work. Educational Theory, 57(1), 1-22.
Power, M. (1999). Audit, trust, risk. [Ch. 6 from The audit society.] Oxford, UK: Oxford University Press.
Taubman, P. (2009). Audit culture. [Ch. 5 from Teaching by numbers: Deconstructing the discourse of standards and accountability in education.] New York: Routledge.
Spector, H. (2018). Bureaucratization, education, and the meanings of responsibility. Curriculum Inquiry, 48(5),503-520.
Wiseman, A.W. (2010). The uses of evidence for educational policymaking: Global contexts and
international trends. Review of research in education, 34(1), 1-24.
Jordan, W. J. (2010). Defining equity: Multiple perspectives to analyzing the performance of
diverse learners. Review of research in education, 34(1), 142-178.
Eisner, E. (2001, January 1). What does it mean to say a school is doing well? Kappan. Retrieved
from https://kappanonline.org/school-doing-well-eisner/
Peim, N. & Stock, N. (2022). Education after the end of the world: How can education be viewed as a hyperobject?, Educational Philosophy and Theory, 54(3),251-262.*Further literature will be developed through ongoing research during the seminar.*
Haugsbakk, G. (2017). From Sputnik to PISA shock: New technology and educational reform
in Norway and Sweden. Education Inquiry, 4(4), 607-627.
Eisner, E. (1976). Educational connoisseurship and criticism: Their form and functions in
educational evaluation. Journal of Aesthetic Education, 10(3/4), 135-150.
Biesta, G. (2007). Why what works won’t work. Educational Theory, 57(1), 1-22.
Power, M. (1999). Audit, trust, risk. [Ch. 6 from The audit society.] Oxford, UK: Oxford University Press.
Taubman, P. (2009). Audit culture. [Ch. 5 from Teaching by numbers: Deconstructing the discourse of standards and accountability in education.] New York: Routledge.
Spector, H. (2018). Bureaucratization, education, and the meanings of responsibility. Curriculum Inquiry, 48(5),503-520.
Wiseman, A.W. (2010). The uses of evidence for educational policymaking: Global contexts and
international trends. Review of research in education, 34(1), 1-24.
Jordan, W. J. (2010). Defining equity: Multiple perspectives to analyzing the performance of
diverse learners. Review of research in education, 34(1), 142-178.
Eisner, E. (2001, January 1). What does it mean to say a school is doing well? Kappan. Retrieved
from https://kappanonline.org/school-doing-well-eisner/
Peim, N. & Stock, N. (2022). Education after the end of the world: How can education be viewed as a hyperobject?, Educational Philosophy and Theory, 54(3),251-262.*Further literature will be developed through ongoing research during the seminar.*
Zuordnung im Vorlesungsverzeichnis
M5.3
Letzte Änderung: Do 20.04.2023 14:28
(Inter)national developments in the field of planning, assessment, and evaluation in education will be addressed as will their effects on schools. We will investigate some historic cases; however, current trends and issues concerning the audit explosion, which has assumed central importance in advanced industrial societies, will be a primary focus of study in this seminar. The keywords 'accountability movement,' 'school autonomy,' and 'quality monitoring' are closely linked to those of planning, assessment, and evaluation, which is why these terms are taken up and critically examined. The side effects of practicing education as a practice of measurement in the greater context of the Anthropocene will conclude our studies in this course.Methods:
1. Read and discuss English-language seminar literature.
2. (Co-)facilitate discussion of course readings.
3. Conduct independent literature research.
4. Examine and present case studies of planning, assessment, and/or evaluation in education.
5. Practice and refine academic writing through hands-on writing activities on the literature.
6. Actively participate in class discussions and group activities. Class attendance is expected.