‘Subverting the pseudo-science of inspection with research-informed practice and pedagogic principles – An ungraded approach to the evaluation of teachers’, chapter in Bennett, P & Smith, R. (eds) (2018) Identity and Resistance in Further Education. Abingdon, Routledge, 151-60.

O'Leary, Matt (2018) ‘Subverting the pseudo-science of inspection with research-informed practice and pedagogic principles – An ungraded approach to the evaluation of teachers’, chapter in Bennett, P & Smith, R. (eds) (2018) Identity and Resistance in Further Education. Abingdon, Routledge, 151-60. In: Identity and Resistance in Further Education. Taylor & Francis, pp. 151-160.

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Abstract

This chapter recounts the experience of a partnership between a university and local further education (FE) providers during an Ofsted inspection of its Initial Teacher Education (ITE) programmes for post-compulsory teachers. Building on an internal position paper written at the time of the inspection in 2013, the chapter examines how the partnership defended its decision to adopt an ungraded approach to the evaluation of its student teachers and in so doing shares some of the key principles of the philosophy underpinning its position. Given the subsequent shift in Ofsted policy to remove the grading of individual lesson observations from inspections, this is a timely chapter as it discusses some of the challenges faced by an ITE programme in resisting the normalised use of grading scales to assess its student teachers. In sharing this story, the chapter exposes the reductive nature of inspection judgements and casts doubt on the validity and reliability of its assessment framework. It also offers hope to teacher education programmes that seek to protect and prioritise sustainable teacher growth over the pseudo-scientific practice of performative measurement.

Item Type: Book Section
Subjects: X900 Others in Education
Divisions: REF UoA Output Collections > REF2021 UoA23: Education
Depositing User: Matt O'leary
Date Deposited: 25 Jun 2019 10:42
Last Modified: 25 Jun 2019 10:42
URI: http://www.open-access.bcu.ac.uk/id/eprint/6901

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