Achieving quality. Final report of the Educational Quality Indicators Initiative.

Titel	Achieving quality. Final report of the Educational Quality Indicators Initiative.
Quelle	Edmonton, Alberta: Alberta Education (1993), VI, 153 S.Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7732-0838-0
Schlagwörter	Bildung; Evaluation; Affektive Entwicklung; Emotionale Erziehung; Verhalten; Alberta; Bewertung; Bildung; Kanada; Lehrer; Lernen; Mathematikunterricht; Qualität; Bildungssystem; Schülerbeurteilung; Unterricht; Verhalten; Bildungssystem; Evaluation; Schulprogramm; Projekt; Lernerfolg; Indikator; Affektive Entwicklung; Schulsystem; Schulprofil; Schulprogramm; Lehrer; Lernerfolg; Schülerbeurteilung; Schülerleistung; Lernen; Soziale Kompetenz; Unterricht; Indikator; Projekt; Mathematikunterricht; Bildungsindikator; Bewertung; Qualität; Rechenschaftslegung; Alberta; Kanada
Abstract	This report provides information on the Educational Quality Indicators (EQI) initiative, a 3-year collaboration between Alberta Education and 12 school jurisdictions to develop indicator systems that measure the success of the educational enterprise. Its goal was to assist the provincial government and school jurisdictions in providing better information to improve planning, policy and decision making. Towards this end, ten concurrent collaborative action research projects were initiated in 1989 and concluded in 1992. Each project focused on specific aspects of educational improvement and accountability. The projects can be grouped into three major areas: system accountability, teaching and learning, and alternative student assessment strategies. The projects developed indicator systems that include a broad range of outcomes, methods to collect, analyze and interpret data, and ways to report and communicate the information to different audiences. This report summarizes the EQI initiative and each of the 10 projects. A final chapter summarizes the major accomplishments, proposes potential provincial indicators, and suggests further steps for expanding the use of indicators in school jurisdictions in Alberta. Figures, tables, and references accompany the project descriptions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/3