Priorities and Values in Accountability Programs

Authors

  • Philip Nagy Ontario Institute for Studies in Education, The University of Toronto, Toronto, Ontario
  • Christina van Barneveld Ontario Institute for Studies in Education, The University of Toronto, Toronto, Ontario
  • Henk Demeris Ontario Institute for Studies in Education, The University of Toronto, Toronto, Ontario

DOI:

https://doi.org/10.3138/cjpe.0015.005

Abstract

The authors examine relationships among three principal elements of educational accountability: assessment of achievement, collection of educational indicators, and setting of educational policy, using a Venn diagram to portray interactions among the three. Their main argument rests on the importance of understanding value perspectives in accountability. Because different value positions are largely unexamined, important data remain uncollected, and much that is collected remains underanalyzed. As a consequence, important issues remain unaddressed, and accountability fails to serve the needs of education.

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Published

2001-01-21

How to Cite

Nagy, P., van Barneveld, C., & Demeris, H. (2001). Priorities and Values in Accountability Programs. Canadian Journal of Program Evaluation, 15(3), 67–82. https://doi.org/10.3138/cjpe.0015.005

Issue

Vol. 15 No. 3 (2001): Special Issue

Section

Articles

License

Copyright (c) 2001 Philip Nagy, Christina van Barneveld, Henk Demeris

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