Educational evaluation, assessment, and monitoring: a systemic approach
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
London [u.a.]
Taylor & Francis
2010
|
| Edition: | Transferred to digital print. |
| Series: | Contexts of learning
13 |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. 407-432) and index |
| Physical Description: | XV, 438 S. graph. Darst. 25 cm |
| ISBN: | 9026519591 |
Staff View
MARC
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| 490 | 1 | |a Contexts of learning |v 13 | |
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Record in the Search Index
| _version_ | 1804143077889146880 |
|---|---|
| adam_text | Contents
Preface
Parti
Chapter
1
xui
Chapter
2
Chapter
3
Basic Concepts
Monitoring and Evaluation (M&E) in Education: Concepts,
Functions and Context
1.1
Introduction
1.2
Why do we Need Monitoring and Evaluation in Education?
1.3
A Conceptual Framework to Distinguish Technical Options
in Educational M&E
1.4
Pre-Conditions in Educational M&E
1.4
Conclusion: Why Speak of Systemic Educational
Evaluation ?
Basics of Educational Evaluation
2.1
Introduction
2.2
Basics of Evaluation Methodology
2.2.1
Evaluation objects, criteria and standards
2.2.2
Measurement of criteria and antecedent conditions
2.2.3
Controlling for background variables (value added)
2.2.4
Design: answering the attribution question
2.3
Important Distinctions in Evaluation Theory
2.3.1
Ideal-type stages in evaluation
2.3.2
Formative and summative roles
2.3.3
Accountability and improvement perspectives
reconsidered
Schematic Description of
15
Types of Educational Evaluation
3.1
Introduction
3.2
Forms That are Based on Student Achievement
Measurement
3.2.1
National assessment programs
3.2.2
International assessment programs
3.2.3
School performance reporting
3.2.4
Student monitoring systems
3.2.5
Assessment-based school self evaluation
3.2.6
Examinations
3.3
Forms That are Based on Education Statistics and
Administrative Data
3.3.1
System level management information systems
3.3.2
School management information systems
3
3
4
7
12
14
17
17
17
17
19
23
24
26
26
29
30
33
33
34
34
35
36
38
39
40
41
41
42
vi
Contents
3.4
Forms That are Based on Systematic Review, Observations
and (SelQ-Perceptions
43
3.4.1
International review panels
43
3.4.2
School inspection/supervision
44
3.4.3
School self-evaluations, including teacher appraisal
45
3.4.4
School audits
47
3.4.5
Monitoring and evaluation as part of teaching
48
3.5
Program Evaluation and Teacher Evaluation
48
3.5.1
Program evaluation
48
3.5.2
Teacher evaluation
50
Part
2
Theoretical Foundations Of Systemic M&
E
51
Chapter
4
The Political and Organizational Context of Educational
Evaluation
53
4.1
Introduction
53
4.2
Rationality Assumptions Concerning the Policy-Context
ofEvaluations
53
4.3
Gearing Evaluation Approach to Contextual Conditions;
the Case of Educational Reform Programs
57
4.3.1
Phase models
57
4.3.2
Articulation of the decision-making context
60
4.3.3
Monitoring and evaluation in functionally
decentralized education systems
64
4.4
Creating Pre-Conditions for M&E
69
4.4.1
Political will and resistance
70
4.4.2
Institutional capability for M&E
71
4.4.3
Organizational and technical capacity for M&E
71
4.5
Conclusion: Matching Evaluation Approach to
Characteristics of the Reform Program, Creating
Pre-Conditions and Choosing an Overall Strategy for
Systemic M&E
72
Chapter
5
Evaluation as a Tool for Planning and Management at
School Level
75
5.1
Introduction
75
5.2
The Rationality Paradigm Reconsidered
76
5.2.1
Synoptic planning and bureaucratic structuring
77
5.2.2
Creating market mechanisms: alignment of
individual and organizational rationality
78
5.2.3
The cybernetic principle: retroactive planning and
the learning organization
78
5.2.4
The importance of the cybernetic principle
79
5.2.5
Retroactive planning
80
Contents vn
5.3
The Organizational
Structural
Dimension 84
5.3.1
Organizational learning in learning organizations
84
5.3.2
Management in the school as a professional
bureaucracy
87
5.3.3
Educational leadership as a characteristic of
effective schools
89
5.3.4
Schools as learning organizations?
91
5.4
Conclusion: The Centrality of External and Internal School
Self-Evaluation in Learning and Adapting School
Organizations
94
Part3 Assessment of Student Achievement
95
Chapter
6
Basic Elements of Educational Measurement
97
97
99
100
102
102
103
105
105
109
110
111
113
118
120
120
121
122
123
123
Chapter
7
Measurement Models in Assessment and Evaluation
125
7.1
Introduction
125
7.2
Unidimensional
Models for Dichotomous Items
126
7.2.1
Parameter separation
126
7.2.2
The
Rasch
model
128
7.2.3
Two-and three-parameter models
131
7.2.4
Estimation procedures
134
7.2.5
Local and global reliability
140
7.2.6
Model fit
148
7.3
Models for Polytomous Items
160
Basic Elements of Educational Measurement
6.1
Introduction
6.2
Test
Purposes
6.3
Quality Criteria for Assessments
6.4
Test
Specifications
6.4.1
Specification of test content
6.4.2
Specification of cognitive behavior level
6.5
Test
Formats
6.5.1
Selected response formats
6.5.2
Constructed response formats
6.5.3
Performance assessments
6.5.4
Choosing a format
6.6
Test
and Item Analysis
6.7
Assessment Systems
6.7.1
Item banking
6.7.2
Item construction
6.7.3
Item bank calibration
6.7.4
Optimal test assembly
6.7.5
Computer based testing
6.7.6
Adaptive testing
viii Contents
7.3.1
Introduction
160
7.3.2
Adjacent-category
models
162
7.3.3
Continuation-ratio models
164
7.3.4
Cumulative probability models
166
7.3.5
Estimation and testing procedures
167
7.4
Multidimensional Models
171
7.5
Multilevel
IRT
Model
175
7.5.1
Models for item parameters
175
7.5.2
Testlet
models
176
Chapter
8
Applications of Measurement Models
179
8.1
Test Equating and Linking of Assessments
179
8.1.1
Data collection designs
179
8.1.2
Multi-stage testing
181
8.1.3
Test equating
185
8.2
Multiple Populations in
IRT
196
8.2.1
Differences between populations
196
8.2.2
Multilevel regression models on ability
198
Part
4
Monitoring the Effectiveness of Educational Systems
203
Introduction to Part
4 205
Chapter
9
Conceptualization of Education Indicators at System and at
School Level
207
9.1
Introduction
207
9.2
Classifications
209
9.3
Evaluative Contexts, Aggregation Levels and the Time
Dimension; Towards Further Conceptualization of
Education Indicators
213
9.3.1
Evaluative contexts
213
9.3.2
Aggregation levels
213
9.3.3
Timeframe
214
9.4
The Function of Educational Process Indicators
214
9.5
A First Overview of Education Indicators
215
9.5.1
System level formulation
215
9.6
School Level Formulation of Educational Indicators
217
Chapter
10
Perspectives on School Effectiveness
221
10.1
Introduction
221
10.2
A General Definition
221
10.3
Economic Definitions of Effectiveness
223
10.4
Organization-Theoretical Views on Effectiveness
224
10.4.1
Economic rationality
225
10.4.2
The organic system model
225
Contents
ix
10.4.3
The human relations approach of organizations
226
10.4.4
The bureaucracy
226
10.4.5
The political model of organizations
226
10.5
Modes of Schooling, as Points of Impact for Attaining
Effectiveness
228
10.6
Summary and Conclusions
231
Chapter
11
a Review of the Research Evidence on School Effectiveness,
From Developed and Developing Countries
235
11.1
Introduction; the Overall Design of Educational
Effectiveness Studies
. 235
Part
1:
Evidence from Industrialized Countries
236
11.2
Results Obtained in Various Strands of Educational
Effectiveness Research
236
11.3
Integration
246
11.4
Summary of
Meta-
Analyses
248
Part
2:
Evidence from Developing Countries
250
11.5
Production Function Studies in Developing Countries
250
11.6
Reviews of School Effectiveness Research in Developing
Countries
252
11.7
Scope and Limitations of the School Effectiveness
Model for Educational Planners
253
11.8
Summary and Conclusions
257
Chapter
12
The Meaning of the Factors That are Considered to Work
in Education
261
12.1
Introduction
261
12.2
Achievement Orientation/High Expectations
263
12.3
Educational Leadership
264
12.4
Consensus and Cohesion Among Staff
269
12.5
Curriculum Quality and Opportunity to Learn
271
12.6
School Climate
273
12.7
Evaluative Potential
279
12.8
Parental Involvement
283
12.9
Classroom Climate
285
12.10
Effective Learning Time
286
12.11
Structured Instruction
289
12.12
Independent Learning
292
12.13
Differentiation
292
12.14
Reinforcement and Feedback
295
12.15
Summary and Conclusions
295
Chapter
13
Eucational Indicators of Value Added
301
13.1
Introduction
301
χ
Contents
13.2
The Value Added Concept
303
13.3
Data Collection Procedures and Issues
304
13.4
How is Value Added Measured?
308
13.5
Presenting Value Added Results
313
13.6
Using Value Added Indicators as a Valid Tool for
School Evaluation and Self-Evaluation
314
13.7
Implementing a Value Added System of Evaluation:
The Role of the School, Local and Central Education
Authorities
316
13.8
A Research Agenda
316
Part
5
Inspection and School Self-Evaluation
319
Chapter
14
Monitoring on the Basis of School Inspections
321
14.1
Introduction
321
14.2
Systems of School Inspection
322
14.3
English Case Study of School Inspection
325
14.4
Conclusion
330
Appendix A: Information and Data Collected to Inform the
Inspection Process
333
Chapter
15
School Evaluation: Basic Concepts
337
15.1
Introduction
337
15.2
Definitions
337
15.2.1
Evaluation
337
15.2.2
School evaluation
339
15.2.3
Internal and external school evaluation
339
15.2.4
School self-evaluation
340
15.3
Evaluation of School Quality
340
15.3.1
What is quality?
340
15.3.2
A basic model from systems theory
341
15.3.3
Multiple criteria to assess organizational
effectiveness
342
15.3.4
Quality indicators
345
15.4
A Taxonomy of Basic Types of School Evaluation
Approaches
345
15.4.1
Basic types of school self-evaluation approaches
346
15.4.2
Basic types of school self-evaluation and
perspectives on educational quality
350
15.4.3
A more extensive taxonomy of school
evaluation methods
350
Chapter
16
Issues and Dilemmas in School Self-Evaluation
353
16.1
Introduction
353
Contents xi
16.2 Interpretation
and Use of Results: How Helpful is the
School Effectiveness Perspective for this Issue?
354
16.3
Organizational and Communicative Aspects of
Information Use
356
16.4
Contexts of Use
360
16.5
The Confidentiality of the Results from School Self-
Evaluation
362
16.5.1
Evaluation standards
362
16.5.2
Objectivity and ownership
365
16.6
Remaining Dilemmas in School (Self-)Evaluation
368
16.7
Implementation Issues; Applicability in Developing
Countries
371
16.8
Conclusion
374
Chapter
17
A Practical Example of Developing and Using Value Added
Indicators: The Lancashire LEA Value Added Project
377
17.1
Introduction
377
17.2
The Development of the Lancashire Value Added Project
378
17.2.1
The rationale of the evaluation system:
accountability versus improvement
378
17.2.2
Management of the project
379
17.2.3
Evaluation instruments and feedback to schools
380
17.2.4
Use of the evaluation information within schools
383
17.2.5
The impact of the value added project
3 84
17.2.6
Relationship of the project to national education
policy
385
17.3
The Case Study of Self Evaluation Activities in One
School
386
17.3.1
The context and history of the school
386
17.3.2
Development of self evaluation activities in the
school
387
17.3.3
Management of the program with the school
387
17.3.4
School self evaluation instruments and
feedback to teachers
388
17.3.5
How information is used and fed back within
the schools
389
17.3.6
Internal and external support for the program
391
17.3.7
Attitude of the school to self evaluation activities:
a multiple perspective on school self evaluation
activities
-
the voices of the teacher, governor,
parent and pupil
391
17.3.8
Wider impact of the school self evaluation
activities: measuring what we value or valuing
what we measure?
394
хп
Contents
17.4
A Summary of Good Practice
3 94
Appendix A: School
VA
results table (fictional school)
396
Appendix B: NCER subject differences example (example
from
1996) 398
Appendix C: Pupil attitude scale details
400
Appendix D: Summary of LEA database of how schools intend
to use the data
402
Appendix E: Case study school: example of individual student
monitoring interim report
404
References
407
Index
433
|
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| discipline | Pädagogik |
| edition | Transferred to digital print. |
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| id | DE-604.BV036510180 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:41:56Z |
| institution | BVB |
| isbn | 9026519591 |
| language | English |
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| oclc_num | 705599274 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-11 |
| owner_facet | DE-473 DE-BY-UBG DE-11 |
| physical | XV, 438 S. graph. Darst. 25 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Taylor & Francis |
| record_format | marc |
| series | Contexts of learning |
| series2 | Contexts of learning |
| spelling | Scheerens, Jaap 1946- Verfasser (DE-588)124425461 aut Educational evaluation, assessment, and monitoring a systemic approach Jaap Scheerens ; Cees Glas ; Sally M. Thomas Transferred to digital print. London [u.a.] Taylor & Francis 2010 XV, 438 S. graph. Darst. 25 cm txt rdacontent n rdamedia nc rdacarrier Contexts of learning 13 Includes bibliographical references (p. 407-432) and index aEducational evaluation aEducational tests and measurements Evaluation (DE-588)4071034-8 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Pädagogik (DE-588)4044302-4 s Evaluation (DE-588)4071034-8 s DE-604 Schulleistungsmessung (DE-588)4077202-0 s Glas, Cees Verfasser aut Thomas, Sally Verfasser aut Contexts of learning 13 (DE-604)BV013051041 13 Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020432401&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Scheerens, Jaap 1946- Glas, Cees Thomas, Sally Educational evaluation, assessment, and monitoring a systemic approach Contexts of learning aEducational evaluation aEducational tests and measurements Evaluation (DE-588)4071034-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Pädagogik (DE-588)4044302-4 gnd |
| subject_GND | (DE-588)4071034-8 (DE-588)4077202-0 (DE-588)4044302-4 |
| title | Educational evaluation, assessment, and monitoring a systemic approach |
| title_auth | Educational evaluation, assessment, and monitoring a systemic approach |
| title_exact_search | Educational evaluation, assessment, and monitoring a systemic approach |
| title_full | Educational evaluation, assessment, and monitoring a systemic approach Jaap Scheerens ; Cees Glas ; Sally M. Thomas |
| title_fullStr | Educational evaluation, assessment, and monitoring a systemic approach Jaap Scheerens ; Cees Glas ; Sally M. Thomas |
| title_full_unstemmed | Educational evaluation, assessment, and monitoring a systemic approach Jaap Scheerens ; Cees Glas ; Sally M. Thomas |
| title_short | Educational evaluation, assessment, and monitoring |
| title_sort | educational evaluation assessment and monitoring a systemic approach |
| title_sub | a systemic approach |
| topic | aEducational evaluation aEducational tests and measurements Evaluation (DE-588)4071034-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | aEducational evaluation aEducational tests and measurements Evaluation Schulleistungsmessung Pädagogik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020432401&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV013051041 |
| work_keys_str_mv | AT scheerensjaap educationalevaluationassessmentandmonitoringasystemicapproach AT glascees educationalevaluationassessmentandmonitoringasystemicapproach AT thomassally educationalevaluationassessmentandmonitoringasystemicapproach |