Digital Disruption in Teaching and Testing Assessments, Big Data, and the Transformation of Schooling

This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context.

Foreword – Michael Apple Chapter 1: Transforming schooling through digital disruption: Big data, policy, teaching and assessment – Bob Lingard, Claire Wyatt-Smith, and Elizabeth Heck Chapter 2: Automated knowledge discovery: Tracing the frontiers, infrastructures and practices of education and data science – Ben Williamson Chapter 3: Artificial intelligence and machine learning: A practical and ethical guide for teachers – Erica Southgate Chapter 4: The relationship between humans and machines in public policy – Brian Lee-Archer Chapter 5: Amazon Go for education? Artificial intelligence, disruption and intensification – Kalervo N. Gulson, Andrew Murphie, and Kevin Witzenberger Chapter 6: Pearson’s digital transformation and the disruption of public education – Anna Hogan and Sam Sellar Chapter 7: Costs of big data: Challenges and possibilities of cost-benefit analysis of ILSAs – Laura C. Engel and David Rutkowski Chapter 8: Data infrastructures and the (ambivalent) effects of rising data interoperability: Insights from Germany – Sigrid Hartong, Annina Förschler, and Vito Dabisch Chapter 9: Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System (T-TESS) – Jessica Holloway and Steven Lewis Chapter 10: Governing by dashboard: Reconfiguring education governance in the Global South – Radhika Gorur and Ben Arnold Chapter 11: Next generation online assessments, technical democracy and responding to digital disruption – Greg Thompson Chapter 12: ‘Lenses on COVID-19’ – Provocations Provocation #1: Digital education in the aftermath of COVID-19: Critical hopes and concerns – Neil Selwyn Provocation #2: Education without borders, rule without limit – Nick Couldry Provocation #3: The electric ‘shock’ of the COVID-19 crisis on schooling – Anna Hogan and Ben Williamson Provocation #4: Teachers, the anti-heroes? The global pandemic crisis and the construction of teachers as the problem ‘other’ – Sotiria Grek Provocation #5: The COVID-19 pandemic creates opportunities to repair the infrastructure of public education – Sam Sellar References Glossary Index

Claire Wyatt-Smith is Professor of Assessment and Literacy. She is the Director of the Institute for Learning Sciences & Teacher Education at the Australian Catholic University. Bob Lingard is a Professorial Fellow at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University and Emeritus Professor of Education at the University of Queensland. Elizabeth Heck is a Research Assistant at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.