Infantile accountability: When big data meet small children

Wrigley, T. and Wormwell, L. (2016) Infantile accountability: When big data meet small children. Improving Schools, 19 (2). pp. 105-118. ISSN 1365-4802

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Official URL: http://doi.org/10.1177/1365480216651520

Abstract

This article examines a government attempt to impose testing of 4-year-olds as a baseline against which to ‘hold primary schools accountable’ for children’s subsequent progress. It examines the various forms of baseline testing in this experiment and analyses the misleading claims made for the ‘predictive validity’ of baseline scores. The article also takes a broader look at standardised ways of tracking children’s attainment and progress to the end of primary school and tacit assumptions of linear progress underpinning large-scale data-based accountability processes.

Item Type:	Article
Divisions:	Faculty of Education > Department of Initial Teacher Education
Depositing User:	Jane Faux
Date Deposited:	11 Oct 2016 15:23
Last Modified:	20 Feb 2018 11:45
URI:	https://newman.repository.guildhe.ac.uk/id/eprint/10208

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