190102 SE Planning, Evaluation and Assessment in Education (2023S)
Understanding the Culture and Roots of the Accountability Movement
Continuous assessment of course work
Labels
Seminar wird von Gastprof. Hannah Spector übernommen.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.02.2023 06:30 to Tu 21.02.2023 09:00
- Registration is open from Fr 24.02.2023 09:00 to Tu 28.02.2023 09:00
- Deregistration possible until Mo 20.03.2023 09:00
Details
max. 25 participants
Language: English
Lecturers
- Hannah Spector
- Magdalena Steger (Student Tutor)
Classes (iCal) - next class is marked with N
Friday
26.05.
13:15 - 17:30
Seminarraum 5 Sensengasse 3a 1.OG
Saturday
27.05.
12:00 - 17:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Friday
02.06.
12:00 - 17:00
Seminarraum 4 Sensengasse 3a 1.OG
Saturday
03.06.
12:00 - 17:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Friday
09.06.
12:00 - 17:00
Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
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
Minimum requirements and assessment criteria
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
Examination topics
Reading list
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.*
Association in the course directory
M5.3
Last modified: Th 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.