When seen in a positive light, accountability systems are understood as a means for promoting transparency, improvement, responsibility and commitment to valuable goals, thus ensuring that State funding is invested in initiatives that are beneficial to all citizens. However, in education, there is extensive evidence about the negative effects of predominant accountability systems, which call their expected positive impacts into question. Some of the detrimental effects of these systems involve unequal distribution of knowledge as well as discrimination and stigmatisation of vulnerable students, minorities and powerless groups, and of the schools that serve them. This evidence, along with emerging demands for social justice in terms of participation and recognition, highlights the need to analyse the shortcomings of current accountability systems in connection to ideals of social justice in education. On the basis of a review of relevant literature that connects the areas of social justice, education and assessment and accountability systems, this paper aims at illustrating some of the significant challenges and potential new avenues for the development of more just and, therefore, more intelligent accountability systems.

中文翻译：

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从社会正义的角度看问责制：批评和建议

从积极的角度来看，问责制被理解为促进透明度、改进、责任和对有价值目标的承诺的一种手段，从而确保国家资金投入到对所有公民有益的举措中。然而，在教育领域，有大量证据表明主要问责制度的负面影响，使其预期的积极影响受到质疑。这些系统的一些不利影响包括知识分配不均以及对弱势学生、少数族裔和弱势群体以及为他们服务的学校的歧视和污名化。这一证据，以及在参与和认可方面对社会正义的新要求，强调需要分析与教育中社会正义理想相关的当前问责制的缺陷。在对连接社会正义、教育和评估以及问责系统领域的相关文献进行回顾的基础上，本文旨在说明一些重大挑战和潜在的新途径，以促进更公正、更智能的发展。问责制度。