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Digital learning assessments and big data : Implications for teacher professionalism
Wyatt-Smith, Claire Lingard, Bob Heck, Elizabeth
Wyatt-Smith, Claire
Lingard, Bob
Heck, Elizabeth
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Abstract
Big data and digital learning assessments are becoming a central part of schooling systems, affecting education policy as well as school and classroom practices. Such growing centrality must be understood as part of the broader digital disruption that has resulted in data playing a more substantial role in educational practices and system monitoring. This disruption can be traced to enhanced computational capacity, but also to the rise of neoliberal politics and the re-structuring of governance according to accountability principles. The potential of big data and digital learning-assessments is widely recognized. However, there is also growing awareness of the many challenges and risks entailed by such transformations. This paper identifies and discusses these challenges, and suggests possible strategies to tackle such issues. Particular attention is paid to the impact of digital disruption on teachers’ identities and work, including a risk of deprofessionalisation. The paper argues that teacher professional judgement needs to be at the centre of quality school provision and be used in conjunction with the data produced through digital learning assessments. This move requires, in turn, a reprofessionalisation effort – that is, to provide teachers with the opportunity to develop the skills involved in analysing and turning data into pedagogical action.
Keywords
ICT in education, student assessment, examinations, use of data, teachers and teacher education
Date
2019
Type
Working paper
Journal
Book
Volume
Issue
Page Range
1-23
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled