In this article, we draw upon notions of datafication and data citizenship to explore assessment practices in Singapore schools. Interviews with teachers, principals and students illustrated how they were actively involved in a much more ‘educative’ form of engagement with data, characterized by efforts to ameliorate consequential negative effects of testing, even as meritocratic tendencies challenged such efforts. The research highlights the benefits of teacher, principal and student active engagement with data, reflecting aspects of data citizenship; this ensures that more limited and limiting concerns about increased focus upon data, especially in quantitative forms, are not left unchecked.
https://www.sciencedirect.com/science/article/pii/S0742051X25000903
