Examiners' judgements play a critical role in competency-based assessments such as objective structured clinical examinations (OSCEs). The standardised nature of OSCEs and their alignment with regulatory accountability assure their wide use as high-stakes assessment in medical education. Research into examiner behaviours has predominantly explored…

A critical aspect of Mathematics Teacher Leaders' (MTLs) multi-faceted work is facilitating collective disciplinary discussions relevant and accessible for teachers. While research has identified goals for teacher learning, how MTLs learn to support these goals in content-specific ways is still under investigation. In this study, we lift the…

As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support…

This research examined how stakeholders (n = 40) from one school district experienced "accountability" within a context where responsibility for student learning was being distributed across the system. Using a case study design, we examined: what conditions supported stakeholders in multiple roles to exercise responsibility for student…

Educating for LGBTQ+ inclusivity continues to be both challenging and controversial for many teachers and often falls on the shoulders of sexual minority teachers or motivated individuals rather than taking a school wide approach. Deeper understanding is needed of how school communities can better support one another to develop knowledge, practice…

Statewide assessments in reading and math are required every year under the Every Student Succeeds Act (ESSA) of 2015, at an annual expense of billions of taxpayer dollars. Analyzing 10 years of school-level results from public schools in two states-- Nebraska and Texas--we found that year-to-year correlations of schools' test scores were…

Through-year assessment is enjoying a surge of attention. A through-year assessment program is: (1) Administered in multiple distinct sessions during a school year; and (2) Intended to support (a) the production and use of a summative determination, and (b) one additional aim. More than a dozen states are designing, piloting, or implementing…

For this case study (Yin, 2018) dissertation, I used mixed methods (Creswell & Plano Clark, 2017; Guetterman & Fetters, 2018) to investigate how an elementary school special education teacher, who used a direct instruction (di) reading curriculum, incorporated culturally informed practices (CIP) in her small group reading instruction. In…

Accountability in education was implemented to improve poor learning outcomes by documenting and monitoring learning achievement results. In this process, external standardized achievement tests have played a central role, being the mechanism most frequently used to measure learning outcomes. However, several decades after its initial…

How can we understand the uncertainties in high-stake measures such as PISA in relation to the claims that different authorities make from them? In this paper, we use a rather remarkable case from Sweden involving conflicting interpretations of the PISA 2018 results at a national political level and a fight over statistics between two national…

Assessment is not an end in itself but a vehicle for educational improvement. Assessment is vital to the educational process as it enhances teaching and learning, promotes accountability, motivates students, guides instructional decisions, and drives systemic improvements. Assessment plays a crucial role in the educational process as it serves…

In 2019, Incheon Metropolitan City Office of Education (IMCOE), South Korea launched a new curriculum called, "East Asian citizenship education" (EACE) by criticising the over-broadness and abstractness of global citizenship education (GCE). Yet, a question arises, how is it different from (Western) GCE? In this study, pedagogical…

Existing analytic frameworks used to analyze and report on English learner (EL) students have important limitations that complicate the efforts of policymakers, practitioners, and researchers to fully understand this group's experiences and outcomes and respond accordingly. To address this issue, we argue that education agencies should report and…

Accountability, a cornerstone of contemporary education policy, is increasingly characterized by external monitoring and an emphasis on outcomes or results. Largely absent in discussions of accountability are the voices of stakeholders who work, learn, and teach in schools and other educational institutions. This article highlights the critical…

To commemorate the 100th volume of "Educational Studies in Mathematics" (ESM) we invited all past and current editors to reflect on the journal's trends and internal processes. We complemented these discussions with comparisons of submitted and published manuscripts by countries of submitting authors. We found disparities in…