LEADER 05696nam 22006974a 450 001 9910450065803321 005 20200520144314.0 010 $a1-280-29045-5 010 $a9786610290451 010 $a0-203-97105-1 035 $a(CKB)1000000000249480 035 $a(EBL)254516 035 $a(OCoLC)475969353 035 $a(SSID)ssj0000144313 035 $a(PQKBManifestationID)11160317 035 $a(PQKBTitleCode)TC0000144313 035 $a(PQKBWorkID)10121251 035 $a(PQKB)10578888 035 $a(MiAaPQ)EBC254516 035 $a(Au-PeEL)EBL254516 035 $a(CaPaEBR)ebr10165432 035 $a(CaONFJC)MIL29045 035 $a(EXLCZ)991000000000249480 100 $a20040528d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducational evaluation, assessment, and monitoring$b[electronic resource] $ea systemic approach /$fJaap Scheerens, Cees Glas, Sally M. Thomas 210 $aLisse [Netherlands] ;$aExton, PA $cSwets & Zeitlinger$dc2003 215 $a1 online resource (461 p.) 225 1 $aContexts of learning : classrooms, schools and society,$x1384-1181 300 $aDescription based upon print version of record. 311 $a0-415-44780-1 311 $a90-265-1959-1 320 $aIncludes bibliographical references (p. 407-432) and index. 327 $aCover; 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 327 $a2.2.1 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 327 $a3.2.2 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 327 $a3.4.5 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 327 $a4.3.3 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 327 $a5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational Rationality 330 $aThis book looks at the foundations of school self-evaluation from a scientific as from a practical perspective. Planning concepts, restructuring of education systems, organizational theory on schools, evaluation methodology and models of school effectiveness and school improvement are discussed as contributing to the overall conceptualization of school self-evaluation. A broad range of approaches is presented and methodological requirements are discussed. School self-evaluation contains controversial issues that reflect tension between the need for objectivity in a context that is permeated by 410 0$aContexts of learning. 606 $aEducational evaluation 606 $aEducational tests and measurements 608 $aElectronic books. 615 0$aEducational evaluation. 615 0$aEducational tests and measurements. 676 $a379.158 700 $aScheerens$b J$g(Jaap)$0144793 701 $aGlas$b Cees A. W$0862305 701 $aThomas$b Sally$cDr.$0969591 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450065803321 996 $aEducational evaluation, assessment, and monitoring$92203467 997 $aUNINA