From Performance-Based To Inquiry-Based Accountability
Abstract
This paper argues Canada has a unique approach to large-scale assessment and accountability that is not reflected in the current literature. I explore its construction by drawing on the results of two pan-Canadian SSHRC-funded studies and reflecting on Canada’s philosophical identity that distinguishes it from other nations. I conclude with a call for more Canadian-based theoretical and empirical research to support contextually relevant interpretations in future studies.
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PDF Julian Kitchen
Editor, Brock Education
Faculty of Education, Brock University
Contact Editor ISSN 11831189
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