Publikace na Pedagogická fakulta |
2014
Abstrakt
The effects of unique combination of high autonomy and low outcome accountability of the Czech schools are described. The processes of change in five Czech comprehensive schools were studied by longitudinal qualitative multiple case study for over 5 years.
Surprisingly; many negative effects ascribed to the high stake tests (e. g. curriculum narrowing; fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by the similar analysis of costs and negative effects of the absence of outcome accountability.