2026-04-13T16:53:56Zhttps://recercat.cat/oai/request

oai:recercat.cat:2072/4883042025-10-27T14:03:01Zcom_2072_98col_2072_378192

00925njm 22002777a 4500 dc Levatino, Antonina author Parcerisa, Lluís author Verger, Antoni author 2023 Under test-based accountability, side-effects -including practices to inflate test results, often seen as cheating-are usually associated to so-called high-stakes policies. However, the influence of different types of stakes in the generation of this type of practices has been overlooked in education research. Based on a survey experiment, our results indicate that the type and level of stakes of accountability systems (e.g., high- vs. low-stakes, material vs. symbolic) do not differ in triggering side-effects. Counterintuitively, individual symbolic consequences trigger similar reactions among teachers than material incentives. In-depth interviews give insights into the social mechanisms that lead to symbolic effects having such an influence in understanding teachers' reactivity to accountability. http://hdl.handle.net/2072/488304 Accountability policy options Cheating Side-effects Standardized tests Teacher reputation Test-based accountability Undesired responses Understanding the stakes : the influence of accountability policy options on teachers' responses