Large-Scale Assessments of Students' Learning and Education Policy: Synthesising Evidence across World Regions

Autor/inn/en	Tobin, Mollie; Nugroho, Dita; Lietz, Petra
Titel	Large-Scale Assessments of Students' Learning and Education Policy: Synthesising Evidence across World Regions
Quelle	In: Research Papers in Education, 31 (2016) 5, S.578-594 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1225353
Schlagwörter	Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Educational Change; Educational Policy; Elementary Secondary Education; Educational Quality; Equal Education; Accountability; Progress Monitoring; Resource Allocation; Geographic Regions; Income; Policy Formation; Program Evaluation; Agenda Setting; Program Implementation; Information Dissemination; Literature Reviews; Africa; Asia; Australia; Brazil; Chile; China; Indonesia; Japan; Jordan; Kyrgyzstan; Malaysia; Nepal; New Zealand; South Africa; South America; Tokelau; Vietnam; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsreform; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Verantwortung; Ressourcenallokation; Einkommen; Politische Betätigung; Programme evaluation; Programmevaluation; Informationsverbreitung; Afrika; Asien; Australien; Brasilien; Indonesien; Neuseeland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Südamerika
Abstract	This article synthesises findings from two systematic reviews that examined evidence of the link between large-scale assessments (LSAs) and education policy in economically developing countries and in countries of the Asia-Pacific. Analyses summarise evidence of assessment characteristics and policy goals of LSAs that influence education policy, when LSAs are used in the policy-making cycle and types of education policies impacted, and factors that influence the use of LSAs in policy-making. Results show national assessments conducted at both primary and secondary school levels to have an impact on education policy. LSAs are used more often for monitoring education quality and equity purposes followed by accountability purposes. International assessments are more often used to leverage policy priorities than other assessment types. LSAs feature mainly at the monitoring and evaluation stage of the policy cycle. The education policies impacted by LSAs relate considerably more to curricular reforms and performance standards as well as assessment bodies and activities and far less to resource allocation and teaching and learning policies. Finally, whereas the quality of assessment programmes facilitate impact, financial constraints and uncertainty as well as weak assessment bodies hinder the impact of LSAs on education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01