Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas

• Record Nr.: UNINA9910450065803321
• Autore: Scheerens J (Jaap)
• Pubbl/distr/stampa: Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003
• ISBN: 1-280-29045-5; 9786610290451; 0-203-97105-1
• Descrizione fisica: 1 online resource (461 p.)
• Collana: Contexts of learning : classrooms, schools and society, , 1384-1181
• Altri autori (Persone): GlasCees A. W; ThomasSally, Dr.
• Disciplina: 379.158
• Soggetti: Educational evaluation; Educational tests and measurements; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. 407-432) and index.
• Nota di contenuto: Cover; Educational Evaluation, Assessment, and Monitoring: A Systemic Approach; Copyright; Contents; Preface; Part 1: Basic Concepts; Chapter 1. Monitoring and Evaluation (M&E) in Education: Concepts, Functions and Context; 1.1 Introduction; 1.2 Why Do We Need Monitoring and Evaluation in Education?; 1.3 A Conceptual Framework to Distinguish Technical Options in Educational M&e; 1.4 Pre-Conditions in Educational M&e; 1.5 Conclusion: Why Speak of "Systemic Educational Evaluation"?; Chapter 2. Basics of Educational Evaluation; 2.1 Introduction; 2.2 Basics of Evaluation Methodology; 2.2.1 Evaluation Objects, Criteria and Standards2.2.2 Measurement of Criteria and Antecedent Conditions; 2.2.3 Controlling for Background Variables (Value Added); 2.2.4 Design: Answering the Attribution Question; 2.3 Important Distinctions in Evaluation Theory; 2.3.1 Ideal-Type Stages in Evaluation; 2.3.2 Formative and Summative Roles; 2.3.3 Accountability and Improvement Perspectives Reconsidered; Chapter 3. Schematic Description of 15 Types of Educational Evaluation; 3.1 Introduction; 3.2 Forms That Are Based on Student Achievement ; Measurement; 3.2.1 National Assessment Programs; 3.2.2 International Assessment Programs3.2.3 School Performance Reporting; 3.2.4 Student Monitoring Systems; 3.2.5 Assessment-Based School Self Evaluation; 3.2.6 Examinations; 3.3 Forms That Are Based on Education Statistics and Administrative Data; 3.3.1 System Level Management Information Systems; 3.3.2 School Management Information Systems; 3.4 Forms That Are Based on Systematic Review, Observations and (Self)-Perceptions; 3.4.1 International Review Panels; 3.4.2 School Inspection/supervision; 3.4.3 School Self-Evaluations, Including Teacher Appraisal; 3.4.4 School Audits; 3.4.5 Monitoring and Evaluation as Part of Teaching3.5 Program Evaluation and Teacher Evaluation; 3.5.1 Program Evaluation; 3.5.2 Teacher Evaluation; Part 2: Theoretical Foundations of Systemic M&e; Chapter 4. The Political and Organizational Context of Educational Evaluation; 4.1 Introduction; 4.2 Rationality Assumptions Concerning the Policy-Context of Evaluations; 4.3 Gearing Evaluation Approach to Contextual Conditions the Case of Educational Reform Programs; 4.3.1 Phase Models; 4.3.2 Articulation of the Decision-Making Context; 4.3.3 Monitoring and Evaluation in Functionally Decentralized Education Systems4.4 Creating Pre-Conditions for M&e; 4.4.1 Political Will and Resistance; 4.4.2 Institutional Capability for M&e; 4.4.3 Organizational and Technical Capacity for M&e; 4.5 Conclusion: Matching Evaluation Approach to Characteristics of the Reform Program, Creating Pre-Conditions and Choosing an Overall Strategy for Systemic M&e; Chapter 5. Evaluation as a Tool for Planning and Management at School Level; 5.1 Introduction; 5.2 The Rationality Paradigm Reconsidered; 5.2.1 Synoptic Planning and Bureaucratic Structuring; 5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational Rationality
• Sommario/riassunto: This book looks at the foundations of school self-evaluation from a scientific as from a practical perspective. Planning concepts, restructuring of education systems, organizational theory on schools, evaluation methodology and models of school effectiveness and school improvement are discussed as contributing to the overall conceptualization of school self-evaluation. A broad range of approaches is presented and methodological requirements are discussed. School self-evaluation contains controversial issues that reflect tension between the need for objectivity in a context that is permeated by