Payment by results: An example of assessment in elementary education from nineteenth century Britain
Payment by results: An example of assessment in elementary education from nineteenth century Britain
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按结果付费：十九世纪英国基础教育评估的例子
DOI：
10.14507/epaa.v2n1.1994
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发表时间：
1994
影响因子：
0.4
通讯作者：
Brendan A. Rapple
中科院分区：
文献类型：
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作者：
Brendan A. Rapple
今天，公众要求政府对税收如何用于教育领域进行更多的控制，许多人还要求教育与市场的经济力量紧密结合。在本文中，我研究了这样的要求，即全面的19世纪世纪问责制，“按结果支付”，忍受在英国和威尔士小学从1862年到1897年的历史先例。特别强调的是该制度的经济市场驱动方面，根据该制度，每个学生每年都由一名检查员进行检查，政府补助金的数额在很大程度上取决于回答。我认为，这是一个狭隘的，限制性的教育问责制度，虽然一个完全符合时代的普遍功利主义的信念，自由放任。最后，我观察到，维多利亚时代的制度可能对我们今天的教育责任类似计划的呼吁是尖锐的。“按成绩付费”是世纪后半叶英格兰和威尔士初等教育的一种严格的问责制，在这种制度下，学校的政府补助金在很大程度上取决于学生在女王陛下检查员举行的年度考试中的成绩。从1862年开始，该计划就受到评论家的辱骂和赞扬，持续了35年。当然，这是英国教育史学生所熟知的一个主题。然而，在大西洋的这一边，人们对上个世纪影响英格兰和威尔士小学的最臭名昭著的政策之一的关注相对较少。毫无疑问，北美人的这种忽视是令人遗憾的，尤其是当人们考虑到这一点时，正如琳达·达林-哈蒙德在1989年的《教师》杂志上对美国环境的恰当观察那样
Today the public is demanding that it exercise more control over how tax dollars are spent in the educational sphere, with multitudes also canvassing that education become closely aligned to the marketplace's economic forces. In this paper I examine an historical precedent for such demands, i.e. the comprehensive 19th century system of accountability, "Payment by Results," which endured in English and Welsh elementary schools from 1862 until 1897. Particular emphasis is focused on the economic market-driven aspect of the system whereby every pupil was examined annually by an Inspector, the amount of the governmental grant being largely dependent on the answering. I argue that this was a narrow, restrictive system of educational accountability though one totally in keeping with the age's pervasive utilitarian belief in laissez-faire. I conclude by observing that this Victorian system might be suggestive to us today when calls for analogous schemes of educational accountability are shrill. "Payment by results," a rigid method of accountability associated with English and Welsh elementary education during the second half of the nineteenth century, was a system whereby a school's governmental grant depended for the most part on how well pupils answered in the annual examination conducted by Her Majesty's Inspectors. In turn reviled and lauded by commentators from its inception in 1862, the scheme endured for three and a half decades. This, of course, is a subject well known to British students of educational history. However, on this side of the Atlantic comparatively little attention has been paid to what was one of the most notorious policies affecting elementary schools in England and Wales during the last century. This North American neglect is without doubt a pity and particularly so when one considers, as Linda Darling-Hammond has aptly observed of the U.S. context in an 1989 issue of Teachers