Democratic accountability and contextualised systemic evaluation. A comment on the OECD initiative to launch an International Early Learning Study (IELS)
Democratic accountability and contextualised systemic evaluation. A comment on the OECD initiative to launch an International Early Learning Study (IELS)
复制标题
民主问责和情境系统评估。
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
B. Swadener
中科院分区：
文献类型：
--
作者：
Mathias Urban;B. Swadener
经济合作与发展组织 (OECD) 启动了一项针对 4.5 至 5.5 岁幼儿学习成果进行国际比较评估的开发和试点工作。国际早期学习研究（IELS）很少受到幼儿学者和从业者的关注，尤其是由于缺乏有意义的咨询过程。在这篇代表国际幼儿期再概念化 (RECE) 网络撰写的论文中，我们认为，雅思考试的支持者没有考虑到对幼儿进行大规模标准化评估和比较提出质疑的研究证据。我们表示担心，IELS 证实了 OECD 放弃了对背景更敏感的方法来理解早期儿童系统，而这种方法支撑了早期研究，特别是“开始强健 I+II”。我们认为，该领域对儿童脱离情境化标准化评估的新阻力，以及所收集信息的性质，将使雅思考试结果对于改善所有儿童的早期童年经历的既定目的毫无意义。文件最后呼吁支持主管制度、民主问责和系统评估。
The Organisation for Economic Co-operation and Development (OECD) has initiated a process to develop and pilot an international comparative assessment of learning outcomes for young children aged 4.5 to 5.5 years. The International Early Learning Study (IELS) has received little attention from early childhood scholars and practitioners due not least to the absence of a meaningful consultation process. In this paper, written on behalf of the international Reconceptualising Early Childhood (RECE) network, we argue that research evidence that draws large-scale standardised assessment and comparison of young children into question is not taken into account by the proponents of IELS. We express our concern that IELS confirms the OECD’s renunciation of the more contextually sensitive approach to understanding early childhood systems that underpinned earlier studies, in particular Starting Strong I+II. We argue that emerging resistance from the field against decontextualized standardised assessment of children, and the nature of the information gathered will render IELS results largely meaningless for the stated purpose of improving early childhood experiences for all children. The paper concludes with a call for supporting competent systems, democratic accountability and systemic evaluation.