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Student Accountability in Student-Centered Learning

Student accountability as a term is a very difficult to define due to its broad use and having the different meanings to the different users of the term. Some may hear ‘student accountability’ and conclude that the discussion is on the very real politics of education inclusive of divisive issues like the No Child Left Behind Act, vouchers to offset public school taxes, and complicated measures of system effectiveness like student assessment. One thinker has even attempted to categorize the notion of accountability along different evolutionary stages (McDaniel, 2009). While these are important, I wish to limit the discussion to the aspect of student accountability from the learner’s perspective; the student. Oddly, some texts that discuss student accountability, even from the perspective I am interested in, consider the student last in the overall assessment planning succumbing to many institutional concerns (Dugan, 2004). By definition, accountability is, “the willingness to accept responsibility for one’s actions” (Merriam-Webster, 2010). The application of the idea of student accountability to the definition of the later makes more sense than the aforementioned notions.