By Cees Glas, Jaap Scheerens, Sally M. Thomas
This e-book appears on the foundations of faculty self-evaluation from a systematic as from a pragmatic point of view. making plans recommendations, restructuring of schooling structures, organizational thought on faculties, evaluate technique and types of college effectiveness and college development are mentioned as contributing to the final conceptualization of faculty self-evaluation. A extensive variety of techniques is gifted and methodological requisites are mentioned. institution self-evaluation includes debatable concerns that replicate stress among the necessity for objectivity in a context that's permeated through values and capability conflicts of pursuits. related tensions can be visible to exist with recognize to the static and "reductionist" features of accessible facts assortment methods in a fancy and dynamic state of affairs and the allure for exterior responsibility at the one hand and development orientated self-refection at the different. The challenge of the e-book is to explain those tensions and provide how you can take care of them in functional functions. the varsity effectiveness wisdom base is on the market as a important academic body of references that serves a huge functionality in deciding on proper elements for info assortment and using the review effects.
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Additional resources for Educational evaluation, assessment, and monitoring : a systemic approach
The first is practical: if a country does not already have a national assessment program, important developmental costs can be foregone by making use of the internationally available instruments. This can be the case, even if instruments are modified or extended according to the specific national circumstances. The second potential advantage is the opportunity to compare national performance levels to international standards. This application of comparative “benchmarking” could be seen as an important feature of accomplishing globalization of educational provisions.
Both orientations were introduced in Chapter 1 as 2 out of 3 basic functions of educational evaluation. In general terms, accountability refers to holding public institutions and services responsible for the quality and output of their performance. Glass (1972) states that accountability involves several loosely connected strands: “disclosure concerning the product or service being provided; product or performance testing; and redress for poor performance (Glass, 1972). The third element implies that accountability is not just a matter of providing and judging information but at least also “foreshadows” actions by competent authorities in the sense of sanctions or rewards.
E. the Ministry of Education, parliament, organizations representing stakeholders in education like school governors, teachers, parent association, employers are also relevant. g. teacher training in the particular subject matter area, the textbook-industry, use of computers). Technical issues Norm- versus criterion referenced testing. Procedures for standard-setting. Psychometric properties of the tests, in particular the content validity of the tests (do test adequately represent the universe of subject-matter elements in the specific curriculum domain).
Educational evaluation, assessment, and monitoring : a systemic approach by Cees Glas, Jaap Scheerens, Sally M. Thomas