The challenge of developing new educational indicators.
| Type of Medium: |
article
|
|---|---|
| Publication Date: |
1995
|
| Keywords: |
Methode ; Vergleich ; Bildungssystem ; Schule ; Schüler ; Schülerleistung ; Bildungsindikator ; Effektivität ; Effizienz ; Leistung ; Leistungsmessung ; Großbritannien
|
| In: |
Educational evaluation and policy analysis, Bd. 17 (1995) H. 1, S. 113-131, 0162-3737
|
| Language: |
English
|
| Note: |
Literaturangaben 52, Tabellen 5
|
| _version_ | 1833680896689963008 |
|---|---|
| autor | Willms, J. Douglas Verfasser Kerckhoff, Alan C. Verfasser |
| autor_bkz | Willms, J. Douglas@A@ [Verfasser] Kerckhoff, Alan C.@A@ [Verfasser] |
| datenlieferant | fis_bildung |
| dates_of_publication | Bd. 17 (1995) H. 1, S. 113-131 |
| editor | Willms, J. Douglas Verfasser Kerckhoff, Alan C. Verfasser |
| fussnote | Literaturangaben 52 Tabellen 5 |
| host_item_entry | Educational evaluation and policy analysis, Bd. 17 (1995) H. 1, S. 113-131, 0162-3737 |
| identnr | 2774191 |
| issn | 0162-3737 |
| language | eng eng |
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040 $aDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main $cFIS Bildung
041 $aeng $beng
245 $aThe challenge of developing new educational indicators.
500 $aLiteraturangaben 52
500 $aTabellen 5
520 30 $aProposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen).
546 $aenglisch; englische Zusammenfassung
653 $aMethode
653 $aVergleich
653 $aBildungssystem
653 $aSchule
653 $aSchüler
653 $aSchülerleistung
653 $aBildungsindikator
653 $aEffektivität
653 $aEffizienz
653 $aLeistung
653 $aLeistungsmessung
653 $aGroßbritannien
700 1 $aWillms, J. Douglas $eVerfasser
700 1 $aKerckhoff, Alan C. $eVerfasser
773 0 $gBd. 17 (1995) H. 1, S. 113-131 $iIn: $q17:1〈113-131 $tEducational evaluation and policy analysis $x0162-3737
|
| materialart | article |
| person | Willms, J. Douglas Kerckhoff, Alan C. |
| publikationsjahr_anzeige | 1995 |
| publikationsjahr_facette | 1995 |
| publikationsjahr_intervall | 8004:1995-1999 |
| publikationsjahr_sort | 1995 |
| reference | Bd. 17 (1995) H. 1, S. 113-131 17:1〈113-131 Educational evaluation and policy analysis |
| schlagwort | Methode Vergleich Bildungssystem Schule Schüler Schülerleistung Bildungsindikator Effektivität Effizienz Leistung Leistungsmessung Großbritannien |
| search_space | more |
| shingle_author_1 | Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_author_2 | Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_author_3 | Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_author_4 | Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_catch_all_1 | Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen). Methode Vergleich Bildungssystem Schule Schüler Schülerleistung Bildungsindikator Effektivität Effizienz Leistung Leistungsmessung Großbritannien 0162-3737 The challenge of developing new educational indicators. Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_catch_all_2 | Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen). Methode Vergleich Bildungssystem Schule Schüler Schülerleistung Bildungsindikator Effektivität Effizienz Leistung Leistungsmessung Großbritannien 0162-3737 The challenge of developing new educational indicators. Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_catch_all_3 | Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen). Methode Vergleich Bildungssystem Schule Schüler Schülerleistung Bildungsindikator Effektivität Effizienz Leistung Leistungsmessung Großbritannien 0162-3737 The challenge of developing new educational indicators. Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_catch_all_4 | Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen). Methode Vergleich Bildungssystem Schule Schüler Schülerleistung Bildungsindikator Effektivität Effizienz Leistung Leistungsmessung Großbritannien 0162-3737 The challenge of developing new educational indicators. Willms, J. Douglas Kerckhoff, Alan C. |
| shingle_title_1 | The challenge of developing new educational indicators. |
| shingle_title_2 | The challenge of developing new educational indicators. |
| shingle_title_3 | The challenge of developing new educational indicators. |
| shingle_title_4 | The challenge of developing new educational indicators. |
| timestamp | 2025-05-31T23:32:38.595Z |
| titel | The challenge of developing new educational indicators. |
| titel_suche | The challenge of developing new educational indicators. |
| toc | Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts' programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessments if it is to produce useful social indicators.(DIPF/ Abstract übernommen). |
| uid | fis_bildung_2774191 |