05696nam 22006974a 450 991045006580332120200520144314.01-280-29045-597866102904510-203-97105-1(CKB)1000000000249480(EBL)254516(OCoLC)475969353(SSID)ssj0000144313(PQKBManifestationID)11160317(PQKBTitleCode)TC0000144313(PQKBWorkID)10121251(PQKB)10578888(MiAaPQ)EBC254516(Au-PeEL)EBL254516(CaPaEBR)ebr10165432(CaONFJC)MIL29045(EXLCZ)99100000000024948020040528d2003 uy 0engur|n|---|||||txtccrEducational evaluation, assessment, and monitoring[electronic resource] a systemic approach /Jaap Scheerens, Cees Glas, Sally M. ThomasLisse [Netherlands] ;Exton, PA Swets & Zeitlingerc20031 online resource (461 p.)Contexts of learning : classrooms, schools and society,1384-1181Description based upon print version of record.0-415-44780-1 90-265-1959-1 Includes bibliographical references (p. 407-432) and index.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 Methodology2.2.1 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 Programs3.2.2 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 Audits3.4.5 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 Context4.3.3 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 Structuring5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational RationalityThis 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 byContexts of learning.Educational evaluationEducational tests and measurementsElectronic books.Educational evaluation.Educational tests and measurements.379.158Scheerens J(Jaap)144793Glas Cees A. W862305Thomas SallyDr.969591MiAaPQMiAaPQMiAaPQBOOK9910450065803321Educational evaluation, assessment, and monitoring2203467UNINA