Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway

The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significan...

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Autores: Camphuijsen, Marjolein K., Parcerisa, Lluís
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/197334
Acceso en línea:https://hdl.handle.net/2445/197334
Access Level:acceso abierto
Palabra clave:Actituds dels mestres
Actituds dels professors
Política educativa
Xile
Noruega
Elementary school teachers attitudes
Teachers' attitudes
Educational policy
Chile
Norway
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spelling Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and NorwayCamphuijsen, Marjolein K.Parcerisa, LluísActituds dels mestresActituds dels professorsPolítica educativaXileNoruegaElementary school teachers attitudesTeachers' attitudesEducational policyChileNorwayThe global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education reforms, in this article we examine teachers' beliefs and opinions about standardised tests and test-based accountability. We analyse a comparative study on interpretations and experiences of standardised testing and test-based accountability demands of compulsory education teachers in Chile and Norway. These cases were selected following a most-different-systems design approach. The data was derived from an electronic survey (n = 2,531) and in-depth interviews (n = 41). The analysis shows how in both contexts, teachers are relatively critical about the validity, usefulness and fairness of standardised tests. This indicates lacking teacher trust in standardised testing and test-based accountability. Still, despite similar trends, some key differences in the beliefs of Chilean and Norwegian teachers are found, which highlight the influence of the sociocultural context in shaping teachers' beliefs. By illuminating how teachers in different contexts make sense of test-based accountability, our analysis contributes to the understanding of why the often-reported mismatch between policy expectations and policy outcomes might occur.John Wiley & Sons2023202320222023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion16 p.application/pdfhttps://hdl.handle.net/2445/197334Articles publicats en revistes (Didàctica i Organització Educativa)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.1111/ejed.12540European Journal of Education, 2022, vol. 58, num. 1, p. 67-82https://doi.org/10.1111/ejed.12540cc-by-nc-nd (c) Camphuijsen et al., 2022https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/1973342026-05-29T05:05:01Z
dc.title.none.fl_str_mv Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
title Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
spellingShingle Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
Camphuijsen, Marjolein K.
Actituds dels mestres
Actituds dels professors
Política educativa
Xile
Noruega
Elementary school teachers attitudes
Teachers' attitudes
Educational policy
Chile
Norway
title_short Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
title_full Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
title_fullStr Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
title_full_unstemmed Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
title_sort Teachers' beliefs about standardised testing and test-based accountability: Comparing the perceptions and experiences of teachers in Chile and Norway
dc.creator.none.fl_str_mv Camphuijsen, Marjolein K.
Parcerisa, Lluís
author Camphuijsen, Marjolein K.
author_facet Camphuijsen, Marjolein K.
Parcerisa, Lluís
author_role author
author2 Parcerisa, Lluís
author2_role author
dc.subject.none.fl_str_mv Actituds dels mestres
Actituds dels professors
Política educativa
Xile
Noruega
Elementary school teachers attitudes
Teachers' attitudes
Educational policy
Chile
Norway
topic Actituds dels mestres
Actituds dels professors
Política educativa
Xile
Noruega
Elementary school teachers attitudes
Teachers' attitudes
Educational policy
Chile
Norway
description The global popularity of test-based accountability appears to signal political trust in standardised assessments as valid and relevant measures of education quality. Nonetheless, research shows that educators' perceptions of standardised testing and test-based accountability can vary significantly, as do their responses to accountability demands. Considering the key influence of teachers' beliefs on the way in which they respond to education reforms, in this article we examine teachers' beliefs and opinions about standardised tests and test-based accountability. We analyse a comparative study on interpretations and experiences of standardised testing and test-based accountability demands of compulsory education teachers in Chile and Norway. These cases were selected following a most-different-systems design approach. The data was derived from an electronic survey (n = 2,531) and in-depth interviews (n = 41). The analysis shows how in both contexts, teachers are relatively critical about the validity, usefulness and fairness of standardised tests. This indicates lacking teacher trust in standardised testing and test-based accountability. Still, despite similar trends, some key differences in the beliefs of Chilean and Norwegian teachers are found, which highlight the influence of the sociocultural context in shaping teachers' beliefs. By illuminating how teachers in different contexts make sense of test-based accountability, our analysis contributes to the understanding of why the often-reported mismatch between policy expectations and policy outcomes might occur.
publishDate 2022
dc.date.none.fl_str_mv 2022
2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/197334
url https://hdl.handle.net/2445/197334
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1111/ejed.12540
European Journal of Education, 2022, vol. 58, num. 1, p. 67-82
https://doi.org/10.1111/ejed.12540
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Camphuijsen et al., 2022
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Camphuijsen et al., 2022
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 16 p.
application/pdf
dc.publisher.none.fl_str_mv John Wiley & Sons
publisher.none.fl_str_mv John Wiley & Sons
dc.source.none.fl_str_mv Articles publicats en revistes (Didàctica i Organització Educativa)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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