Literaturnachweis - Detailanzeige
| Autor/inn/en | Kellaghan, Thomas; Greaney, Vincent; Murray, T. Scott |
|---|---|
| Titel | Using the results of a national assessment of educational achievement. |
| Quelle | Washington, DC: The World Bank (2009), XV, 167 S. |
| Reihe | National assessments of educational achievement. 5 |
| Beigaben | Illustrationen; Literaturangaben S. 147-162 |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-8213-7929-1; 978-0-8213-7929-5 |
| Schlagwörter | Bildungsforschung; Bildungsmonitoring; TIMSS (Third International Mathematics and Science Study); Kommunikation; Lesetest; Ethnizität; Geschlechtsspezifischer Unterschied; Medieneinsatz; Bildungsmanagement; Bildungspolitik; Bildungsreform; Grundschule; Lehrerausbildung; Lehrerfortbildung; Schulleistung; Wissenstransfer; Curriculum; Unterricht; Sprachkompetenz; Lesefertigkeit; Lesen; Mathematikunterricht; Mathematische Kompetenz; Naturwissenschaftliche Kompetenz; Öffentlichkeit; Bildungsbericht; Leistungsmessung; Publikation; Qualität; PISA (Programme for International Student Assessment); Brasilien; Dominikanische Republik; Honduras; Irland; Kanada; Kenia; Kuwait; Malawi; Mauritius; Mosambik; Nepal; Pakistan; Sri Lanka; Südafrika (Staat); USA; Uganda; Uruguay; Vietnam; Äthiopien |
| Abstract | What are students learning? Throughout the world, governments striving to improve educational quality are turning to national assessments to provide this much-needed information in key curriculum areas. The capacity for carrying out national assessments has grown remarkably in recent years, but it has not been matched by widespread use of their findings. This book seeks to maximize an appreciation for the value of such data and to assist countries in exploiting the knowledge that national assessments yield. [It] identifies the main factors affecting the use of national assessment findings. These include the political context in which an assessment is carried out, the nature of the assessment (census based or sample based), the assignment of accountability for the results, and the quality of assessment instruments. The book describes the type of information that the main report of a national assessment should contain, as well as other means of communicating findings to technical and nontechnical audiences. It outlines general considerations in translating national assessment results into policy and action, and examines specific procedures for using the data in policy making, educational management, teaching, and promoting public awareness. The topics addressed in this volume should be of interest to policy makers, educators, researchers, and development practitioners. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2010/2 |
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