Challenges and Problems for Research in the Field of Statewide Exams. A Stock Taking of Differing Procedures and Standardization Levels

Autor/inn/en	Klein, Esther Dominique; van Ackeren, Isabell
Titel	Challenges and Problems for Research in the Field of Statewide Exams. A Stock Taking of Differing Procedures and Standardization Levels
Quelle	In: Studies in Educational Evaluation, 37 (2011) 4, S.180-188 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2012.01.002
Schlagwörter	Exit Examinations; Governance; School Effectiveness; Foreign Countries; Academic Standards; State Standards; Barriers; Performance Factors; Program Administration; Educational Administration; Comparative Analysis; Comparative Testing; Test Format; Evaluation Criteria; Evaluation Methods; Evaluation Needs; Evaluation Problems; Evaluation Research; Educational Quality; Educational Policy; School Culture + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schuleffizienz; Ausland; Leistungsindikator; Bildungsverwaltung; Schuladministration; Schulverwaltung; Testentwicklung; Evaluationsforschung; Quality of education; Bildungsqualität; Politics of education; Schulkultur; Schulleben
Abstract	Statewide exit examinations play an important role in discussions on school effectiveness. Referring to educational governance concepts, this paper presumes a relation between varying organizational structures of statewide examinations across states, and heterogeneous effects on school actors. It is assumed that their ability to affect work in schools depends on how standardized their procedures are. Therefore, their structural elements must be juxtaposed, and their standardization level must be identified. This paper describes the results of a comparative review of statewide exit examinations using the example of 16 OECD-states alongside the categories Historical Context, Organizational Framework, Marking, and Handling of Results, and discusses the examinations regarding their overall standardization. The study is a basis for further research into how differently structured exit examinations affect school work. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10