Using Large-Scale Assessments of Students' Learning to Inform Education Policy: Insights from the Asia-Pacific Region

Autor/inn/en	Tobin, Mollie; Lietz, Petra; Nugroho, Dita; Vivekanandan, Ramya; Nyamkhuu, Tserennadmid
Institution	Australian Council for Educational Research (ACER); United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand)
Titel	Using Large-Scale Assessments of Students' Learning to Inform Education Policy: Insights from the Asia-Pacific Region
Quelle	(2015), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-74286-296-5
Schlagwörter	Educational Policy; Measurement; Decision Making; Data Analysis; Policy Formation; Learning Processes; Educational Change; Cross Cultural Studies; Classification; Geographic Regions; Test Use; Foreign Countries; Standardized Tests; Equal Education; Educational Quality; Achievement Tests; Secondary School Students; International Assessment; Accountability; Agenda Setting; Resource Allocation; Teaching Methods; Asia; New Zealand; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Messverfahren; Decision-making; Entscheidungsfindung; Auswertung; Politische Betätigung; Learning process; Lernprozess; Bildungsreform; Cultural comparison; Kulturvergleich; Classification system; Klassifikation; Klassifikationssystem; Testanwendung; Ausland; Standadised tests; Standardisierter Test; Quality of education; Bildungsqualität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Verantwortung; Ressourcenallokation; Teaching method; Lehrmethode; Unterrichtsmethode; Asien; Neuseeland; Australien
Abstract	Not much is known about the ways in which assessment data have actually been used in education policy to date. Understanding the role of assessments in informing system-level decision-making is a first step towards helping stakeholders improve the design and usefulness of assessments. Moreover, this understanding can help to further discussions about how assessment data can best be used to inform policy and practice and to evaluate the effectiveness of policy reforms. This paper presents results from a systematic review of 68 studies that examined the link between participation in large-scale assessment programs of students' learning and education policy in 32 countries in the Asia-Pacific region. Included studies either identified specific cases of assessment results being used by policymakers to inform education reform in their systems, or identified specific cases when assessment results had no impact on education policy in specific education systems. The review classified the available evidence to address the questions: (1) What types of assessments have impacted education policy in the region? (2) What are the intended uses of assessments? (3) How are assessment data used in education policy?; (4) What education policies have been informed by assessments? (5) What factors influence the use of assessments in education policy? [The review was conducted by the Australian Council for Educational Research (ACER) through its Centre for Global Education Monitoring (GEM) and the Centre for Education Policy and Practice. It was a joint activity with the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP), for which the United Nations Educational, Scientific and Cultural Organization (UNESCO) Bangkok serves as Secretariat.] (As Provided).
Anmerkungen	Australian Council for Educational Research. Available from: ACER Press. 347 Camberwell Road, Camberwell, Victoria 3124, Australia. Tel: +61-3-9835-7447; Fax: +61-3-9835-7499; e-mail: sales@acer.edu; Web site: http://www.acer.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01