Accountability can produce positive or negative effects depending on type, decision context, and task nature¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Whether accountability improves or harms performance depends on the accountability type, the decision context, and the nature of the task, per the behavioral literature. → Brian P. Gill 2015

Evidence¶

Brian P. Gill 2015¶

Brian P. Gill, Jennifer S. Lerner, Paul Meosky. (2015). Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective. Working Paper 39, Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/reimagining-accountability-in-k12-education-a-behavioral-science-perspective

q2 · i? · theoretical · r2

A synthesis claim drawn from the behavioral science literature on accountability, as characterized by the authors in the paper's argument. No specific studies or effect sizes are printed in the available text.

"accountability can produce positive or negative effects, depending on the accountability type, the decision context, and the nature of the task."

Discussion¶

Related Claims¶

• In school studies, cooperative and peer-learning methods that reward groups on every member's individual learning raised achievement more than methods without such rewards — the general claim this finding bears on, with the studies behind it
• Behavioral science research shows accountability comes in many forms that activate different mechanisms — a broader claim this one bears on
• Outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms — related
• Classroom research primarily supports the motivational perspective on cooperative learning effects — related
• The proposed cognitive mechanisms explain both positive and negative effects of PS-I — a narrower finding that bears on this claim