The GEMS Exams in Israel--Between Center and Periphery

Autor/inn/en	Harus, Eli Ben; Davidovitch, Nitza
Titel	The GEMS Exams in Israel--Between Center and Periphery
Quelle	In: International Education Studies, 12 (2019) 10, S.9-21 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Achievement Tests; Mathematics Achievement; Mathematics Tests; Science Achievement; Elementary Secondary Education; Science Tests; Educational Assessment; Educational Improvement; Educational Benefits; Standardized Tests; Success; Teacher Attitudes; Administrator Attitudes; Educational Environment; Resource Allocation; Israel + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Bildungsertrag; Standadised tests; Standardisierter Test; Erfolg; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ressourcenallokation
Abstract	The relationship between input and output is one of the leading topics in modern educational discourse. In the current study, we focus on the GEMS (Growth and Effectiveness Measures for Schools) exams in Israel, which constitute a measure of a school's scholastic achievements and its academic-social climate. The GEMS is the equivalent of exams such as the TIMSS and the PISA, used in other countries. The GEMS is a school supervisory tool of major importance operated by Israel's Ministry of Education for improving scholastic achievements and academic-social climate in schools. As an objective indicator, GEMS scores open the field of education to competition. Data on all schools in Israel whose students take the GEMS also appear on the National Authority for Measurement and Assessment in Education (RAMA) website. This study aims to examine the reasons for the disparities in the GEMS results between Israel's center and periphery and explores whether they can be reduced. Studies published on this issue in the last 16 years that explored these disparities, which are reflected in the extent of parental involvement and students' educational deficits, were conducted on behalf of RAMA and under its supervision, and some were not sufficiently critical in their review of the efficacy of the GEMS exams. Identifying and understanding these causes is a significant step toward reducing the disparities which have important implications for future acquisition of a secondary and tertiary education. The research findings offer a practical contribution for policy makers in the educational system, while identifying elements of positive change in the schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01