Capturing Quality. Educational Quality in Secondary Analyses of International Large-Scale Assessments: A Systematic Review

Autor/inn/en	Appels, Lies; De Maeyer, Sven; Faddar, Jerich; Van Petegem, Peter
Titel	Capturing Quality. Educational Quality in Secondary Analyses of International Large-Scale Assessments: A Systematic Review
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.629-668 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Appels, Lies) ORCID (De Maeyer, Sven) ORCID (Faddar, Jerich) ORCID (Van Petegem, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2115519
Schlagwörter	Educational Quality; Discourse Analysis; Educational Policy; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Science Achievement; Foreign Countries; International Assessment; Science Tests; Grade 4; Reading Achievement; Reading Tests; Secondary School Students; Educational Assessment; Definitions; Teacher Effectiveness; Academic Achievement; Instructional Effectiveness; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Diskursanalyse; Politics of education; Bildungspolitik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Sekundarschüler; Education; assessment; Bewertungssystem; Begriffsbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung
Abstract	The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to improve countries' educational quality, it is important to understand how this concept of quality is appropriated. As a synthesis of how quality is conceptualised and operationalised in this body of research is lacking, the current paper seeks to fill that gap by presenting a systematic review. Our analysis identified definitional patterns and explored the corresponding methods for measuring quality. Based on this analysis of the reviewed studies, a framework of four approaches towards quality emerged to render the concept more accessible. In light of these results, benefits and limitations of the concept's complexity are discussed, and implications for research are forwarded. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01