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Educ Asse Eval Acc (2010) 22:275292
DOI 10.1007/s11092-010-9105-z
Pak Tee Ng
Received: 10 April 2010 /Accepted: 12 August 2010 / Published online: 19 August 2010# Springer Science+Business Media, LLC 2010
Abstract This paper describes and examines the nature and evolution of school accountability in the Singapore Education System. In particular, the different facets of school accountability are examined through a theoretical framework comprising four relatively distinct concepts of accountability as performance reporting; as a technical process; as a political process; and as an institutional process. This paper also examines the issues and challenges faced by schools as they respond to the demands of school accountability.
Keywords School accountability. Policy. Performance indicators . Quality assurance
1 Introduction: School accountability
In many educational systems, different stakeholders of schools demand schools to be accountable, each in their own way. School accountability is therefore a term that seems to have multiple meanings. Indeed, there are different ways in which it can be defined, presented or understood. For example, Stecher and Kirby (2004, p. 22) referred to it as the practice of holding educational systems responsible for the quality of their productsstudents knowledge, skills, and behaviours. Wbmann et al. (2007, p. 24) referred to it as all devices that attach consequences to measured educational achievement. Indeed, as Levin (1974, p. 363) opined:
Some authors assert that the provision of information on the performance of schools constitutes accountability. Others see accountability as a matter of redesigning the structures by which education is governed. In some cases accountability is defined as a specific approach to education such as performance contracting or educational vouchers, while in others accountability is referred to as
P. T. Ng (*)
National Institute of Education, Nanyang Technological University, 1, Nanyang Walk, Singapore 637616, Republic of Singaporee-mail: [email protected]
The evolution and nature of school accountability in the Singapore education system
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a part of all educational systems. It is common to hear that statewide testing programs as well as recent state legislation which would enable schools to terminate the appointments of poor teachers represent a response to the need for accountability.
Given the many ways of understanding this concept, Linn (2003) argued that true accountability was a shared responsibility for improving education,...