Statewide exit exams, governance and school development. An international comparison.

Autor/in	Klein, Esther Dominique
Titel	Statewide exit exams, governance and school development. An international comparison.
Quelle	Münster u.a.: Waxmann (2013), 400 S. PDF als Volltext Link als defekt meldenVerfügbarkeit Zugl.: Duisburg-Essen, Univ., Diss., 2012.
Reihe	Studies in international comparative and multicultural education. 18
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. [373]-395
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	1612-2003
ISBN	3-8309-2900-5; 978-3-8309-2900-0
Schlagwörter	Empirische Untersuchung; Evaluation; Expertenbefragung; Interview; Vergleichsuntersuchung; Bildungssystem; Bildungsreform; Prüfungsordnung; Schulentwicklung; Schulleitung; Sekundarstufe II; Lehrer; Lehrerfortbildung; Abschlussprüfung; Abschlusszeugnis; Schulleistung; Zentrale Prüfung; Feedback; Lerngemeinschaft; Unterrichtsentwicklung; Steuerung; Lernende Organisation; Internationaler Vergleich; Daten; Hochschulschrift; Kooperation; Koordination; Leistungsmessung; Nutzung; Finnland; Irland; Niederlande
Abstract	In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1