The role of large-scale assessments in research on educational effectiveness and school development.

Autor/in	Klieme, Eckhard
Titel	The role of large-scale assessments in research on educational effectiveness and school development.
Quelle	Aus: Davier, Matthias von (Hrsg.); Gonzalez, Eugenio (Hrsg.); Kirsch, Irwin (Hrsg.); Yamamoto, Kentaro (Hrsg.): The role of international large-scale assessments. Perspectives from technology, economy, and educational research. Dordrecht u.a.: Springer (2013) S. 115-147 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-94-007-4628-2; 978-94-007-4629-9
DOI	10.1007/978-94-007-4629-9_7
Schlagwörter	Bildungsforschung; Forschungsdesign; Längsschnittuntersuchung; Vergleichsuntersuchung; Bildungspolitik; Deutschland; Längsschnittuntersuchung; Bildungssystem; Schule; Bildungssystem; Bildungspolitik; Bildungsforschung; Leistungsmessung; Schule; Schülerleistung; Effektivität; Effektivität; Leistungsmessung; DESI (Deutsch-Englisch-Schülerleistungen-International); PISA (Programme for International Student Assessment); Deutschland
Abstract	[The author] brings the perspective of researchers interested in school quality and school development to the discussion of international large-scale assessments. [He] contends that policymakers are primarily interested in large-scale educational assessments as indicators that monitor the functioning, productivity and equity of educational systems, while researchers tend to perceive large-scale assessments as a kind of multi-group (i.e., multi-country) educational effectiveness study. Aside from describing strengths and challenges with regard to student performance and the conditions of teaching and schooling in participating countries, researchers also want to understand why students achieve certain levels of performance. The author argues that, because large-scale assessments provide only observational data, it is exceedingly difficult to draw causal inferences, such as concluding that a particular educational policy or practice has a direct or indirect impact on student performance. He proposes that a productive interplay between large-scale assessments and effectiveness research may be established in several ways by implementing enhancements to the assessment design. Two examples of such enhancements are presented and discussed: (1) a national large-scale assessment on language competencies in Germany reassessed students 1 year after the first large-scale assessment, allowing researchers to study the impact of school-level factors on classroom instruction and student growth and (2) a reassessment of Germany's schools performed 9 years after initial participation in PISA. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1