Document Type
Article
Publication Date
7-2015
Keywords
assessment, narrative, qualitative research
Abstract
As a diverse group of educationalists, we worry about the role of assessment in K-12 schools and current neoliberal education policies. In this paper, we aim to highlight some of the unintended or often overlooked consequences of these policies by taking an arts-based approach to our research. We interviewed various educational stakeholders about their past and present experiences with assessment, as well as their imagined futures. By creating poetic representations to present the results, we aim to shed a new light on the otherwise familiar contexts of assessment in the schools. Many are afraid of a future where neoliberal policies continue to determine the nature and role of assessment in schools, but want to believe that things will get better.
Rights Information
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
The Qualitative Report, v. 20, no. 7, p. 1111-1124
Scholar Commons Citation
Green, Stephanie; Kearbey, Jessica; Wolgemuth, Jennifer R.; Agosto, Vonzell; Romano, Jeanine; Riley, Mike; and Frier, Aimee, "Past, Present, and Future of Assessment in Schools: A Thematic Narrative Analysis" (2015). Educational and Psychological Studies Faculty Publications. 165.
https://digitalcommons.usf.edu/esf_facpub/165
