[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596463-105":59,"doc-detail-596463-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","comparing-performance-based-accountability-models-a-canadian-example","Comparing Performance-Based Accountability Models - A Canadian Example","","Performance-Based Accountability (PBA) policies aim to drive school change that improves student learning and success. Variation across PBA approaches remains insufficiently established through empirical evidence, prompting this article to use a new conceptual framework. A comparative analysis identifies three kinds of PBA models in Canada and examines policy-level contextual differences in how provinces coordinate large-scale student testing and use results. The study situates these differences within a multidimensional framework and links policy design to educator responses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparing-performance-based-accountability-models-a-canadian-example/596463/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparing-performance-based-accountability-models-a-canadian-example/596463.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of Performance-Based Accountability (PBA) policies?","Question",{"text":112,"@type":113},"PBA policies are intended to foster school changes that enhance student learning and success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the article do to address uncertainty about PBA variation?",{"text":117,"@type":113},"It employs a new conceptual framework and conducts a comparative analysis to describe PBA models across contexts in Canada.",{"name":119,"@type":110,"acceptedAnswer":120},"How many types of PBA models does the study find in Canada?",{"text":121,"@type":113},"The study finds three kinds of PBA models in Canada, shaped by policy-level contextual differences in test coordination and result use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596463,1792210923,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","COMPARING PERFORMANCE‐BASED ACCOUNTABILITY MODELS: A CANADIAN  \nEXAMPLE  \nSonia Ben Jaafar & Lorna Earl Ontario Institute for the Study of Education, University of Toronto  \nThe intention of Performance‐Based Accountability (PBA) policies is to foster school changes to enhance student learning and success. The influence of variation in these approaches, however, has not been empirically determined. This article employs anew conceptual framework to describe PBA models and compare them across contexts. We conducted a comparative analysis, finding that three kinds of PBA models exist in Canada. In this article, we consider the policy‐level contextual differences coordinating large‐scale, provincial, student testing and the use of results, using Canada as an example.  \nKey words: large‐scale assessment, policy, using data for decision making, standards  \nL’intention des politiques de responsabilisation basée sur la performance (RBP) est de favoriser, au sein de l’école, des changements qui améliorent l’apprentissage et lesuccès des élèves. Cependant, l’influence de la variation dans ces approches n’a pas été déterminée de manière empirique. Dans cet article, les auteures présentent un nouveau cadre conceptuel pour décrire les modèles de RBP et les comparent dans divers contextes. Leur analyse comparative leur a permis de découvrir l’existence de trois types de modèles de RBP au Canada. Prenant le Canada comme exemple, les auteures se penchent ici sur les différences contextuelles au niveau des politiques quant à la coordination des épreuves communes provinciales et à l’utilisation des résultats.  \nMots clés : épreuves communes, utilisation de données pour la prise de décisions, normes  \n__________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 3 (2008): 697‐726  \nThe educational reforms of the past thirty years have employed large‐ scale student testing as a mechanism for educational accountability (Popham, 1999) . When student performance on such tests acts as an indicator of school effectiveness and is used to hold schools accountable for results, the mechanism is specified to be performance‐based accountability (Firestone, Mayrowetz, & Fairman, 1998; Fitz‐Gibbon & Kochan, 2000) . The intention of performance‐based accountability (PBA) is to foster school change to enhance student learning and success. But, the relationship between the PBA approaches of central authority and school‐level, accountability practices remains unclear (Linn, 2003) . Understanding how educators respond to different PBA systems promises insight to reduce the gap between PBA policy intentions and school practices (Goertz & Duffy, 2001, 2003; Smith, 2003) . Characterizing the policy differences is only one step towards this insight, and the purpose of this article.  \nThe conceptual framework employed in this article highlights the multidimensionality of PBA policies. We used the five‐dimensions from the framework to explore the policy differences in Canadian provincial jurisdictions and found differences emerged across the jurisdictional PBA models. Canadian PBA models do not include the overt consequences that are found in the USA and the UK, and the differences are small and subtle. The current literature does not foreground these smaller differences and, in so doing, implies they are too subtle for a salient impact on practice. We question that assumption and are engaged in a program of research to investigate its impact. This article describes the first step in that program of research – a comparative policy analysis of PBA for secondary schools in all Canadian provinces and territories.  \nThis article is divided into several sections. In the first section, we define PBA systems and introduce the literature used to develop the conceptual framework. In the body of the paper, we detail the method of the study and present the findings in two parts, dimensional and holistic. Finally, in the conclusion we discuss the empirical findings for future Cana","cbCaivMn0v7SgsUd","https://ap.wps.com/l/cbCaivMn0v7SgsUd","pdf",370447,"English","# Performance-Based Accountability (PBA) systems\n## Purpose and intended effects\n## Conceptual framework and comparative findings\n## Policy-level contextual differences in Canada\n## Study structure and methodology\n# Comparing PBA models across jurisdictions\n## Standards movement and accountability mechanisms","[{\"question\":\"What is the main purpose of Performance-Based Accountability (PBA) policies?\",\"answer\":\"PBA policies are intended to foster school changes that enhance student learning and success.\"},{\"question\":\"What does the article do to address uncertainty about PBA variation?\",\"answer\":\"It employs a new conceptual framework and conducts a comparative analysis to describe PBA models across contexts in Canada.\"},{\"question\":\"How many types of PBA models does the study find in Canada?\",\"answer\":\"The study finds three kinds of PBA models in Canada, shaped by policy-level contextual differences in test coordination and result use.\"}]","Comparing Performance-Based Accountability Models - A Canadian Example | PDF",1792083127,76]