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Assessing national achievement levels in education (Inglês)

This first volume of the National Assessment of Educational Achievement series describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3, and the main decisions that have to be made in the design and planning of an assessment are covered in chapter 4. Issues (as well as common errors) to be borne in mind in the design, implementation, analysis, reporting, and use of a national assessment are identified in chapter 5. In chapter 6, international assessments of student achievement, which share many procedural features with national assessments (such as sampling, administration, background data collected, and methods of analysis), are described.

Detalhes

  • Autor

    Greaney, Vincent [editor] Kellaghan, Thomas [editor]

  • Data do documento

    2007/11/27

  • TIpo de documento

    Publicação

  • No. do relatório

    41789

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Mundo,

    América Latina,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2009/02/03

  • Disclosure Status

    Disclosed

  • Nome do documento

    Assessing national achievement levels in education

  • Palavras-chave

    Progress in International Reading Literacy Study;performance of education system;measures of central tendency;Examination Council of Lesotho;teaching and learning materials;public examination;quality of education;national assessment system;international assessment;quality of learning;performance of student;provision of resource;national assessment data;public examination result;availability of fund;private school student;allocation of resource;language of instruction;ministries of education;summary of decisions;system education;activities of school;item response theory;student learning achievement;gross domestic product;department of education;public examination system;availability of textbook;area of mathematics;center for education;skills of worker;number of teachers;millennium development goal;quality of teacher;knowledge and learning;

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