Willingness to Use Test Data and Its Impact on Teachers’ Relationships

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dc.contributor.authorCHARLES KIRSCHBAUM
dc.coverage.cidadeVienapt_BR
dc.coverage.paisÁustriapt_BR
dc.date.accessioned2022-12-07T00:16:41Z
dc.date.available2022-12-07T00:16:41Z
dc.date.issued2016
dc.description.notesEvidênciapt_BR
dc.description.otherThe extant research on standardized tests and their effects on educational units has shown that tests’ data is useful to educators if (properly) used (Coburn & Turner, 2011). In contrast, educators’ arguments on the ‘ceremonial’ dimension of external evaluations lead to poor data usage. Recent studies have shown that how test data is used by teachers is guided by institutionalized incentives (Hamilton et al, 2013), organizational culture (Sandholtz, 2012), individuals’ beliefs and practices, and how change is communicated (Coburn, 2004). Further, institutional conflicting signals impose higher uncertainty, requiring from schools’ leadership a sensemaking role and selective decoupling from stakeholder’s requirements (Crilly et atl, 2012; Haack & Schoeneborn, 2015). As a consequence, the social relationships among teachers and between teachers and principals directly impact reform (Daly et al, 2010) and consequently the odds of successful data usage. Throughout this study, I probe two aspects among these factors. First, I investigate how teachers present and sustain their beliefs related to external tests. Second, I explore how teachers’ relationships are impacted as a result of their willingness to use tests’ data. For these purposes, I conducted in-depth interviews and focus groups at four public schools in São Paulo, Brazil. Findings show that the higher the willingness to use external tests’, the closer the relationship with the school’s leadership. Hence, the causality direction might be inverted, which removes the burden from the school’s leadership towards more systemic design. Second, teachers selectively choose the external tests that will serve as primary institutional guidance, depending on the quasi-market they want to serve. Yet, even when teachers present high willingness to use test data, they express their rejection towards using this data for teachers’ evaluation and assessment of career progress. I conclude this article with a discussion on implications for public policy in São Paulo, Brazil.pt_BR
dc.format.mediumDigitalpt_BR
dc.identifier.urihttps://repositorio.insper.edu.br/handle/11224/4819
dc.language.isoInglêspt_BR
dc.rights.licenseO INSPER E ESTE REPOSITÓRIO NÃO DETÊM OS DIREITOS DE USO E REPRODUÇÃO DOS CONTEÚDOS AQUI REGISTRADOS. É RESPONSABILIDADE DOS USUÁRIOS INDIVIDUAIS VERIFICAR OS USOS PERMITIDOS NA FONTE ORIGINAL, RESPEITANDO-SE OS DIREITOS DE AUTOR OU EDITORpt_BR
dc.subject.keywordstestpt_BR
dc.subject.keywordssocial relationshipspt_BR
dc.subject.keywordsteacherspt_BR
dc.titleWillingness to Use Test Data and Its Impact on Teachers’ Relationshipspt_BR
dc.typeconference paper
dspace.entity.typePublication
local.description.event3rd ISA Forum of Sociology - July 10-14, 2016pt_BR
local.identifier.sourceUrihttps://www.isa-sociology.org/uploads/files/isa2016_forum_abstract_book.pdf
local.subject.cnpqCiências Sociais Aplicadaspt_BR
local.subject.cnpqMultidisciplinarpt_BR
local.typeTrabalho de Eventopt_BR
relation.isAuthorOfPublication6a78e139-d40f-41eb-b258-6922f24afda5
relation.isAuthorOfPublication.latestForDiscovery6a78e139-d40f-41eb-b258-6922f24afda5
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