Assessment, technology and democratic education in the age of data

Abstract

This paper contends that powerful techniques to manipulate data, enabled by technological and economic developments, can be easily co-opted to serve the restrictive frameworks of hyper-controlling, managerial accountability that characterise current cultures of summative assessment in education. In response to these challenges, research is urgently needed to increase our understanding of the impact that assessments have on individuals and society. The paper concludes that social research ought to contribute to the identification of responses – educational, technological and political – that can minimise inequalities and potential abuses through the encouragement of data literacy across society.

Keywords:

• data
• literacy
• assessment
• analytics

Notes

http://stats.oecd.org/

In the UK education sector, very recent figures – from 2012 – also seem to suggest a decrease in HE enrolment. However, these have been explained as fluctuations reflecting normal variations in population rates rather than the current economic challenges; certainly not enough to abate the chronic issue of applications exceeding places available (UCAS 2012).