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Perspectives on Assessment and Evaluation in International Schools

Author: Jeff Thompson

Publisher: John Catt

Published: 2018-07-30

Total Pages: 145

ISBN-13: 1911382586

Assessment and evaluation are two concepts at the core of schooling which are also central to other forms of education worldwide. In an international context, assessment and evaluation data are increasingly widely used for accountability and quality assurance purposes at individual student, institutional, national and global levels. This book does not attempt to include consideration of all the issues that could possibly be covered in a title that addresses assessment and evaluation in education internationally. Nor has it set out to cover the myriad technical issues with which assessment and evaluation are inevitably concerned. Rather, a number of authors working within different contexts of international education (whether as teachers or leaders in international schools, administrators in international examination bodies, or researchers in international educational research organisations) have been invited to share ideas arising from their own experiences of what might be interpreted as assessment or evaluation, be that assessment of student achievement, evaluation of teacher effectiveness or evaluation of school quality. The international dimension presents a range of challenges to those with responsibility for implementing assessment and evaluation strategies in widely diverse linguistic, cultural, social and personal contexts, and in this book valuable contributions are shared by colleagues who are authorities in the field. It is their personal views on assessment and evaluation, derived from professional practice in the international sphere, that have been brought together here.

Perspectives on Assement and Evaluation in International Education

Author: Mary Hayden

Publisher:

Published: 2017

Total Pages: 160

ISBN-13: 9781909717992

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International educators share their experiences of assessment and evaluation techniques. It is their personal views on assessment and evaluation, derived from professional practice in the international sphere.

OECD Reviews of Evaluation and Assessment in Education Synergies for Better Learning An International Perspective on Evaluation and Assessment

Author: OECD

Publisher: OECD Publishing

Published: 2013-04-11

Total Pages: 672

ISBN-13: 9264190651

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This report provides an international comparative analysis and policy advice to countries on how evaluation and assessment arrangements can be embedded within a consistent framework to improve the quality, equity and efficiency of school education.

International Handbook of Educational Evaluation

Author: T. Kellaghan

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 1050

ISBN-13: 9401003092

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Thomas Kellaghan Educational Research Centre, St. Patrick's College, Dublin, Ireland Daniel L. Stufflebeam The Evaluation Center, Western Michigan University, Ml, USA Lori A. Wingate The Evaluation Center, Western Michigan University, Ml, USA Educational evaluation encompasses a wide array of activities, including student assessment, measurement, testing, program evaluation, school personnel evalua tion, school accreditation, and curriculum evaluation. It occurs at all levels of education systems, from the individual student evaluations carried out by class room teachers, to evaluations of schools and districts, to district-wide program evaluations, to national assessments, to cross-national comparisons of student achievement. As in any area of scholarship and practice, the field is constantly evolving, as a result of advances in theory, methodology, and technology; increasing globalization; emerging needs and pressures; and cross-fertilization from other disciplines. The beginning of a new century would seem an appropriate time to provide a portrait of the current state of the theory and practice of educational evaluation across the globe. It is the purpose of this handbook to attempt to do this, to sketch the international landscape of educational evaluation - its conceptual izations, practice, methodology, and background, and the functions it serves. The book's 43 chapters, grouped in 10 sections, provide detailed accounts of major components of the educational evaluation enterprise. Together, they provide a panoramic view of an evolving field.

School-based Evaluation

Author: David Nevo

Publisher: Elsevier

Published: 2002-09-04

Total Pages: 300

ISBN-13: 9780762308613

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Divided into two parts, this volume first discusses the concept of school-based evaluation, followed by a presentation of case studies of school evaluation from across the world. In part one, school-based evaluation is examined from three perspectives: school-based evaluation as a dialogue between internal and external evaluation; school evaluation from a perspective of institutional self-evaluation in a democracy and issues of definition, methods and implementation. The second part of the book presents case studies from Norway, England, The Netherlands, Austria, Spain, United States, Canada, Israel, Scotland and Germany. All of the case studies are based on actual experience with school-based evaluation in various educational and social contexts. Authors recognise the wide range of local constraints and reflect upon multiple evaluation perspectives, describing their educational context, evaluation perspective and specific school-based experience. They highlight difficulties encountered in their work, discuss the implications and make recommendations for further development of the concept of school-based evaluation and its practice. "School-Based Evaluation: An International Perspective" does not suggest internal/self school evaluation as an alternative to external "objective" evaluation. However, an attempt is made to advocate the combination of both for the benefit of school accountability and school improvement.

Contemporary Perspectives on Research in Educational Assessment

Author: Dr. Myint Swe Khine

Publisher: IAP

Published: 2020-01-01

Total Pages: 161

ISBN-13: 1641139390

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Assessment and evaluation have always been an integral part of educational process. Quality and purposeful assessment can assist in students’ learning and their achievement. While there has been a rapid growth in international, standardized student assessments in the past few decades, a large number of education systems participating in these assessments are now focusing their attention on developing new national, within-country assessments to evaluate educational standards and to modify the curriculum to better suit to the demands of the 21st century. Education systems that are successful in linking the national curriculum and assessments directly to international standards are performing better on international standardized assessments of reading, mathematics, and science. This book covers studies related to educational assessment in addressing quality of education and performance improvement. The book presents the distinguished and exemplary works by educators and researchers in the field highlighting the contemporary trends and issues, creative and unique approaches, innovative methods, frameworks, pedagogies and theoretical and practical aspects in assessment processes in various educational settings.

Assessing Contexts of Learning

Author: Susanne Kuger

Publisher: Springer

Published: 2016-12-05

Total Pages: 490

ISBN-13: 3319453572

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This volume brings together educational effectiveness research and international large-scale assessments, demonstrating how the two fields can be applied to inspire and improve each other, and providing readers direct links to instruments that cover a broad range of topics and have been shown to work in more than 70 countries. The book’s initial chapters introduce and summarize recent discussions and developments in the conceptualization, implementation, and evaluation of international large-scale context assessments and provide an outlook on possible future developments. Subsequently, three thematic sections – “Student Background”, “Outcomes of Education Beyond Achievement”, and “Learning in Schools” – each present a series of chapters that provide the conceptual background for a wide range of important topics in education research, policy, and practice. Each chapter defines a conceptual framework that relates recent findings in the educational effectiveness research literature to current issues in education policy and practice. These frameworks were used to develop interesting and relevant indicators that may be used for meaningful reporting from international assessments, other cross-cultural research, or national studies. Using the example of one particular survey (the Programme for International Student Assessment (PISA 2015)), this volume links all theoretical considerations to fully developed questionnaire material that was field trailed and evaluated in questionnaires for students and their parents as well as teachers and principals in their schools. The primary purposes of this book are to inform readers about how education effectiveness research and international large-scale assessments are already interacting to inform research and policymaking; to identify areas where a closer collaboration of both fields or input from other areas could further improve this work; to provide sound theoretical frameworks for future work in both fields; and finally to relate these theoretical debates to currently available and evaluated material for future context assessments.

International Perspectives on Academic Assessment

Author: Thomas Oakland

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 241

ISBN-13: 9401106398

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The goals and content for this book are derived from three important and ongoing efforts: to advance the institution of education and to promote educational opportunities to children and youth worldwide, to promote effective assessment policies and practices that enhance sound educational practice, and to address the need to develop tests and other assessment practices in less developed countries as well as to augment and alter a number of traditional assessment practices in developed nations. These three issues provided the focus for a four-day conference that was held at St. Hugh's College, Oxford University, in June 1993. The conference theme-Test Use with Children and Youth: International Pathways to Progress-underscores the importance of addressing testing issues as efforts to improve educational opportunities for children and youth move forward. Leaders from more than seventy nations met at the United Nations sponsored World Summit for Children in 1990 to support ratification of the Convention on the Rights of the Child. Worldwide recognition that every individual has the right to develop her or his potential led to the ratification of provisions setting minimum standards for children's education.

School Improvement

Author: Zijian Li

Publisher: Nova Publishers

Published: 2006

Total Pages: 424

ISBN-13: 9781594549441

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School improvement is at the centre of educational reform and is perceived by many as a key to social and economic advance. It contributes to determining the personal fulfilment and career paths of individual students and consequently engages the interest of parents and community members. It is an ever-present commitment of teachers and managers in schools. Policy makers and politicians at international, national and local levels devote much time and effort to their search for better schools. School improvement has also attracted the attention of researchers and scholars in many countries. They have been drawn from various disciplines and fields within the educational studies community, including psychology, sociology, history, evaluation, and studies in curriculum and assessment. There is now an established body of findings from studies conducted in many contexts. This book brings together leading experts drawn from many countries and several continents, reflecting diverse approaches to educational policy and practice, evaluation and research. Variations between countries and between local communities within countries are highlighted. The possibilities and difficulties inherent in transferring evidence from one educational system, at a number of levels, to another are clearly discussed. What emerges from the cross-national and cross-cultural evidence are several significant threads, currently under active investigation, including: school structure and management, classroom organisation, school leadership, teacher training and staff development, curriculum and assessment, community involvement, lifelong learning and special provision for students with special educational needs. "School Improvement: International Perspectives" is written for national educational policy makers, teachers and student teachers, governing bodies and parents from various levels of schooling, and university researchers and scholars.

Assessment for Learning: Meeting the Challenge of Implementation

Author: Dany Laveault

Publisher: Springer

Published: 2016-08-15

Total Pages: 363

ISBN-13: 3319392115

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This book provides new perspectives on Assessment for Learning (AfL), on the challenges encountered in its implementation, and on the diverse ways of meeting these challenges. It brings together contributions from authors working in a wide range of educational contexts: Australia, Canada, England, Germany, New Zealand, Norway, Israel, Philippines, Scotland, Spain, Sweden, Switzerland, the United States. It reflects the issues, innovations, and critical reflections that are emerging in an expanding international network of researchers, professional development providers, and policy makers, all of whom work closely with classroom teachers and school leaders to improve the assessment of student learning. The concept of Assessment for Learning, initially formulated in 1999 by the Assessment Reform Group in the United Kingdom, has inspired new ways of conceiving and practicing classroom assessment in education systems around the world. This book examines assessment for learning in a broad perspective which includes diverse approaches to formative assessment (some emphasizing teacher intervention, others student involvement in assessment), as well as some forms of summative assessment designed to support student learning. The focus is on assessment in K-12 classrooms and on the continuing professional learning of teachers and school leaders working with these classrooms. Readers of this volume will encounter well documented accounts of AfL implementation across a large spectrum of conditions in different countries and thereby acquire better understanding of the challenges that emerge in the transition from theory and policy to classroom practice. They will also discover a wealth of ideas for implementing assessment for learning in an effective and sustainable manner. The chapters are grouped in three Parts: (1) Assessment Policy Enactment in Education Systems; (2) Professional Development and Collaborative Learning about Assessment; (3) Assessment Culture and the Co-Regulation of Learning. An introduction to each Part provides an overview and presents the suggestions and recommendations formulated in the chapters.