Educational Evaluation, Assessment and Accountability. These are three key ideas that occupy the primary space in educational practice and policy making in virtually every country in the so-called developed world. Yet nowhere is there agreement as to the meaning of these highly contested terms and even less consensus as to their inter-relationship either in policy making or in school and classroom practice. There is, on the other hand, a substantial body of research and educational literature, some empirical, some speculative and much framed within its own theoretical discourse. This journal aims to enrich that discourse through leading edge research and critique in three areas so vital to the health of educational systems and the children those systems are entrusted to serve.
The picture is further confused by the variety of meanings attached to the three terms of our journal title. ‘Assessment’ and ‘evaluation’ mean different things in the U.S. and the U.K., and some languages, such a
- Czarniawska, B. (1997). Narrating the Organization. Dramas of institutional Identity. Chicago: University of Chicago Press.
- First editorial
Educational Assessment, Evaluation and Accountability
(formerly: Journal of Personnel Evaluation in Education)
Volume 21, Issue 1 , pp 1-4
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