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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Monetary incentives for teachers: assessment, management and accountability in basic education

Full text
Author(s):
Eric Ferdinando Kanai Passone
Total Authors: 1
Document type: Journal article
Source: Cad. Pesqui.; v. 44, n. 152, p. 424-448, 2014-06-00.
Abstract

Under Brazilian educational reform, the growing interest of governments and legislators regarding accountability policies for teachers and schools reflects on the change of the focus of investigation and research, which moved from external evaluation of basic education to evaluation as a mechanism of results-based management in education. This critical review of literature aims to contextualize the controversy about the use of the results of standardized tests as instruments of educational management and the regulation of school work by means of monetary incentives for performance. The article shows that experts' discourses oscillate between two extremes: on the one hand, there are those who criticize such proposals and seek to investigate the impact of political reform on educational and teaching organization; and on the other hand, those who argue for the implementation of such reforms as a means of holding professionals accountable and of a supposed improvement of educational quality. Between these two positions, there are those that require more scientific evidence about the effectiveness of such proposals on student learning outcomes. (AU)

FAPESP's process: 13/02840-6 - From basic education evaluation to incentives by results: an approach by psychoanalytic discourse
Grantee:Eric Ferdinando Kanai Passone
Support type: Scholarships in Brazil - Post-Doctorate