Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

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Abstract

This paper explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organising against the use of high stakes testing in education. Drawing on a sequence of research projects exploring primary schools’ responses to the pandemic in England during 2020-21, this article considers the ways in which the pandemic creates new conditions for dismantling high stakes testing and accountability regimes, and the role of research in making the case for change.

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How to Cite
Moss, G. (2022). Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems. Education Policy Analysis Archives, 30, (139). https://doi.org/10.14507/epaa.30.6320
Section
Testing Opt-out Movements
Author Biography

Gemma Moss, UCL Institute of Education

Gemma Moss is professor of literacy at UCL Institute of Education. She has long-standing research interests in literacy and assessment and in tracking the shifting relationships between research, policy and practice.