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Professional Models And Attitudes Towards Assessment

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Page 1: Professional Models And Attitudes Towards Assessment

Modèles professionnels et attitudesdevant l’évaluation

Professional models and attitudestowards assessment

Mariano Fernández EnguitaUniversidad de Salamanca

www.enguita.info

QUELS ENJEUX STRATÉGIQUES POUR LA MISE EN ŒUVRE D’UNE OBLIGATION DE RÉSULTATS DANS LES POLITIQUES D’ÉDUCATION ?LES APPORTS DE LA RECHERCHE INTERNATIONALE

Lyon, INRP, ENS-LSH, 25 et 26 mai 2009

Page 2: Professional Models And Attitudes Towards Assessment

A GENERALIZED RESSISTANCE

Some half-truths (and half-lies):• An alien and imposed market logic• A methodological impossibility• A pedagogical interference• An attack to professionalism• A political intrusion

Page 3: Professional Models And Attitudes Towards Assessment

DU

AL

PRO

FESS

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AL

CLO

SURE

(Fra

nk P

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n’s

conc

ept,

ada

pted

)

PROFESSION

USURPATION: solidarity, mobilization

EXCLUSION:differentiation, legalism

EMPLOYER, SOCIETY

PUBLIC, CLIENT

Page 4: Professional Models And Attitudes Towards Assessment

THE SPECIAL ASSIMETRY OF TEACHING= THE SPECIAL POWER OF THE PROFESSION

• Compulsory schooling, captive clientele (last institution based on universal conscription)– An outstanding difference with medicine and other

professions with a universal public• Pupils minority of age• Frequent decisions (by teachers) with heavy

consequences (for pupils) in and outside the institution• An extremely powerful [self]deceiving rhetoric to cover

group interests and strategies – teachers = education = knowledge, future, children,

equality and so on so forth

Page 5: Professional Models And Attitudes Towards Assessment

PROFESSIONAL MODELS

BUREACRATIC , Organizational(Civil service: hierarchy, discipline, procedures)

LIBERAL, Market(Autonomous practice: jurisdiction, exclusiveness)

TEACHERS

HISTORICAL ORIGINS

PRESENT ASPIRATIONS

DEMOCRATIC:- Initiative vs. hierarchy-Teamwork vs. solo practice- Partnership vs. paternalism

Page 6: Professional Models And Attitudes Towards Assessment

HENRY MINTZBERGFive ways of work coordination

1. Direct supervision

2. Standardization of procedures

3. Standardization of outcomes

4. Standardization of skills

5. Mutual adjustment

Page 7: Professional Models And Attitudes Towards Assessment

Work coordination

Direct supervision (personal control)

Traditional organization, primary labour market: personal knowledge

Standardization of procedures (technical or bureaucratic control)

Taylorism, fordism, fayolism, stakhanovism: technical knowledge

Standardization of outcomes Quality control: autonomous process, tacit knowledge

Standardization of skills Professionalization: professional knowledge

Mutual adjustment Adhocracy: uncertainty, adaptive knowledge

Page 8: Professional Models And Attitudes Towards Assessment

More simple ways are to be rejected

Both Inadequate to incertitude and complexity

Direct supervision Present in apprenticeship, Lancasterian schoolsInadequate due to disjunctive high personal costs / low skills

Standardization of procedures

Present in early simultaneous schoolsNot feasible due to the diversity of school communities, individual pupils and teaching and learning situations

Page 9: Professional Models And Attitudes Towards Assessment

Complex ways to be combined… and assessed

Standardization of outcomes Quality control:•autonomous processes, •tacit knowledge

Standardization of skills Professionalization:•Casuistic processes•professional knowledge

Mutual adjustment Adhocracy, i.e. innovation: •uncertainty, •adaptive knowledge

Page 10: Professional Models And Attitudes Towards Assessment

Three ways of coordination,three kinds of assessment

Standardization of outcomes(quality control)

Academic achievementValue addedExternal testsQuantitative (summative) assessment

Standardization of skills(professionalization)

Professional developmentUpdate/upgrade training, career conditioningFormative (training) assessment

Mutual adjustment(innovation)

Educational projectsSchool, team & personal initiativesQualitative assessment, counseling