Defining Quality Indicators.

Autor/inn/en	Schumacker, Randall E.; Brookshire, William K.
Titel	Defining Quality Indicators.
Quelle	(1990), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Definitions; Educational Assessment; Educational Quality; Elementary Secondary Education; Evaluation Methods; Performance Factors; Predictor Variables; Program Evaluation; Qualitative Research; School Districts; Standardized Tests; State Programs; Test Use; Texas Educational Assessment of Minimum Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Begriffsbestimmung; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Leistungsindikator; Prädiktor; Programme evaluation; Programmevaluation; Qualitative Forschung; School district; Schulbezirk; Standadised tests; Standardisierter Test; Regierungsprogramm; Testanwendung
Abstract	A study sponsored by the Texas Education Agency was conducted to define qualitative and quantitative indicators of school district success. Efforts were focused on: viewpoints of administrators; quality indicators examined in other states; and a review of the literature. Results and recommendations are summarized into the following categories: basic model of schooling; indicator variables; educational comparisons; statewide indicator system; and that which is successful. Data indicate that multiple measures of school district performance should be used. It was apparent that using Texas Educational Assessment of Minimum Skills (TEAMS) test scores as the sole measure of school district performance does not meet the needs of administrators. It is suggested that state-level reporting be quantitative in nature, but that school level measures be both qualitative and quantitative. A table summarizes the many indicators available for assessing educational inputs, processes, and outputs. Use of indicator variables is summarized as follows: (1) primary focus at the school level; (2) use of multiple output indicators of school performance; (3) use of multiple measurement and data collection strategies; (4) use of adaptive indicators that evolve over time; and (5) focus of the school on change and improvement over time. The bases for school comparisons are reviewed, and the utility and organization of a statewide indicator system are described. Recommendations are included for future efforts in developing a statewide indicator system. Two tables and two figures illustrate the conclusions of the study. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC