Assessing national achievement levels in education.

Sonst. Personen	Greaney, Vincent (Hrsg.); Kellaghan, Thomas (Hrsg.)
Titel	Assessing national achievement levels in education.
Quelle	Washington, DC: World Bank (2008), XIV, 161 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	National assessments of educational achievement. 1
Beigaben	Illustrationen; Literaturangaben S. 145-154
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-0-8213-7258-6; 978-0-8213-7259-3
DOI	10.1596/978-0-8213-7258-6
Schlagwörter	Fallstudie; Testdurchführung; Schüler; Leistungsbeurteilung; Schülerleistung; Datenanalyse; Politikberatung; Kosten; Statistik; Internationaler Vergleich; Bewertung; Durchführung; Chile; Frankofone Staaten; Indien; Lateinamerika; Nepal; Ostafrika; Sri Lanka; Südafrika (Staat); USA; Uganda; Uruguay; Vietnam
Abstract	Effective assessment of the performance of educational systems is a key component in developing policies to optimize the development of human capital around the world. The five books in the National Assessments of Educational Achievement series introduce key concepts in national assessments of student achievement levels, from policy issues to address when designing and carrying out assessment through test development, sampling, data cleaning, statistics, report writing, and the use of results to improve educational quality. As knowledge increasingly replaces raw materials and labor as a key resource in economic development, the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in international markets. The growing use of national assessment capacity has enabled ministries of education across the world to describe national levels of learning achievement in key subject areas; compare achievement levels of key subgroups, such as boys and girls, ethnic groups, urban and rural students, and public and private school students; and provide evidence to support claims about standards of student achievement. Despite growth in assessment activity, the potential value of the data that assessments can provide remains underappreciated. The requisite skills to conduct assessments require development, and even countries that carry out national assessments or participate in international ones may not yet be able to fully exploit the information yielded. [This volume] describes the purposes and features of national assessments, as well as issues in designing, implementing, analyzing, and reporting. It also describes major international, regional, and national assessments in a range of countries. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4