Promoting education decision maker's use of evidence in Flanders.

Autor/inn/en	Shewbridge, Claire; Köster, Florian
Titel	Promoting education decision maker's use of evidence in Flanders.
Quelle	Paris: OECD (2021), 70 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Educational research and innovation
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-68198-9; 978-92-64-89611-6
DOI	10.1787/de604fde-en
Schlagwörter	Entscheidung; Testanwendung; Testverfahren; Bildungsstandards; Bildungssystem; Bildungsmanagement; Bildungspolitik; Schule; Steuerung; Evidenz; Kooperation; Nutzung; Strategie; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); Belgien; Flandern
Abstract	The introduction of standardised tests in Flemish schools aims to generate regular, reliable data for educators and policy makers. At an early stage of development, this report uses a research-based framework to engage stakeholders in thinking about the opportunities standardised tests could bring for their work. It builds on feedback from key stakeholders regarding their perceptions, hopes and concerns about the introduction of standardised tests. Feedback was gathered during a series of structured discussions and a stakeholder reflection seminar. The report identifies ways to strengthen the opportunity, capability and motivation of decision makers at all levels of the education system to use evidence effectively for their respective practice - including teaching and quality assurance. The report identifies lessons learnt to support the further development of standardised tests. The publication is part of OECD work on strategic education governance, which supports countries in identifying the best ways to achieve national objectives in a context of multi level governance structures and complex environments. The work identifies and promotes effective governance processes in the domains of accountability, capacity, knowledge governance, stakeholder involvement, strategic thinking and adopting a whole of system perspective. This publication will be of interest to policy makers, education leaders, the education research community and all those interested in education governance. (DIPF/Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3