Production of knowledge about Accountability in basic secondary and secondary education in Colombia
This article presents an advance of the literature review research on school accountability policies at the international level and in particular in the national evaluation system of Colombia in a period between 2010 and 2020. The research was oriented by the question: What are the conceptions, the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade do Oeste de Santa Catarina (UNOESC) |
| Repositorio: | Roteiro (Joaçaba. Online) |
| Idioma: | español |
| OAI Identifier: | oai:ojs.periodicos.unoesc.edu.br:article/30047 |
| Acceso en línea: | https://periodicos.unoesc.edu.br/roteiro/article/view/30047 |
| Access Level: | acceso abierto |
| Palabra clave: | políticas de avaliação accountability escolar sistemas de avaliação provas estandardizadas políticas de evaluación sistemas de evaluación pruebas estandarizadas evaluation policies school accountability evaluation systems standardized tests |
| Sumario: | This article presents an advance of the literature review research on school accountability policies at the international level and in particular in the national evaluation system of Colombia in a period between 2010 and 2020. The research was oriented by the question: What are the conceptions, the referents, the types, the consequences, the oppositions and resistances regarding the policies of school accountability at the levels of primary, secondary and secondary education in Colombia in the second decade of the XXI century? Content analysis was assumed as the study methodology, research results articles in national and international journals were reviewed. Regarding Colombia, research was selected at the undergraduate and graduate levels and research articles located in the university institutional repositories. Official documents of International Organizations and state entities associated with education in Colombia were also consulted. The first findings for Colombia, -despite the scant research-, show, on the one hand, that the understanding of accountability is linked to the idea of accountability, social and educational, and on the other, the legitimation of two types of accountabilities, the performative and the bureaucratic. The features of this policy that have resulted in consequences for the understanding and practice of school evaluation in which evaluation predominates as a measurement and as a governance technology in alignment with the policies of International Organizations. |
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