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1.
Somwung Pitiyanuwat 《Educational Research for Policy and Practice》2007,6(3):261-279
The 1999 National Education Act emphasizes the importance of quality assurance and national education standards. The main
principle of educational provision of high standard lies in recognition of the importance of assessment for enhancing educational
quality and raising the standard. Such recognition has led to establishment in Thailand of the Office for National Education
Standards and Quality Assessment (ONESQA). The office is an independent body set up to develop the criteria, methods for external
assessment and assessment of educational institutions at each level of education as stipulated in the national education law.
The ONESQA became operational in November 2000 and it must appraise every school at least once every 5-year cycle. In this
paper, the unique and the roles of the ONESQA will be described. The achievement of the ONESQA concerning the first round
assessment of 35,134 schools at the basic education level will be reported and recommendations for quality improvements and
lessons learned for the second round assessment will be explored. 相似文献
2.
Therese N. Hopfenbeck María Teresa Flórez Petour Astrid Tolo 《Assessment in Education: Principles, Policy & Practice》2015,22(1):44-60
This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on Assessment for Learning (AfL). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of Education and Training in Norway, and the main actors such as municipality leaders, teachers, school leaders and students. Successful implementation of AfL processes was found in municipalities where there were dialogue and trust between the municipality level, school leaders, teachers and students and where the programme was adapted to the local context. Implementation was challenged when the policy was interpreted as a way of controlling the schools. Despite the successful implementation in some municipalities, the programme did not have any effect upon students’ learning outcome, as measured on national tests in reading and mathematics. The results are discussed in relation to how local assessment cultures with particular characteristics influence governing, accountability and trust. 相似文献
3.
贾敏 《太原教育学院学报》2013,(3):18-21
民族预科教育是我国高等教育的重要组成部分,是国家战略性思考的顶层设计,是国家长治久安、促进各民族共同发展的重要举措.教育评价是教育管理的重要手段,如何评价民族预科教育,目前没有具体标准,民族预科教育评价出现了理论上的缺口,而“多元智能理论”是一种全新的有关人类智能结构的理论,它的提出无疑为我国民族预科教育评价提供了重要的理论依据,将对民族教育发展及其质量要求产生导向性和全局性的影响. 相似文献
4.
澳大利亚学前教育质量评估研究的发展与启示 总被引：1，自引：0，他引：1
2012年1月,澳大利亚推出了新的"早期教养国家质量框架",该框架包括立法、质量标准、评估程序及评估机构四部分内容。以这一框架为核心,澳大利亚政府鼓励各学术机构参与学前教育质量评估研究,推动了"学前教育有效性研究"等大型评估项目的开展。这告诉我们,必须高度重视评价的作用,拓展评价主体,并不断提高评价质量。政府主导下的多元、科学的评价体系也将是我国学前教育质量评价研究发展的趋势。 相似文献
5.
Sreekanth Yagnamurthy 《Curriculum Journal》2017,28(3):421-441
There is a growing agreement among the academic community, in schools and among researchers, concerning the advantages of formative assessment and the limitations of large-scale assessment. In this paper, the school-based assessment reform of the Central Board of Secondary Education (CBSE) popularly known in India as continuous and comprehensive evaluation (CCE) is studied in the context of the curriculum policy outlined by the National Focus Group (NFG) on Examination Reforms and the National Curriculum Framework 2005 (NCF 2005). The necessity, importance and scope of CCE have been a matter of debate among stakeholders. This paper focuses on how curriculum planners have conceived of school-based assessment and how it is implemented by CBSE. Though CBSE makes extensive reference to NCF 2005 in its manual, its scheme of CCE contradicts with the philosophy of that framework. At the same time, CBSE's CCE is more in alignment with the position of the NFG, which formed the basis for NCF 2005 on students’ assessment. The author considers that these conceptual differences in policy and implementation framework have created confusion. Furthermore, decentralised decision-making on assessment, less rigid recording and reporting procedures, flexible timeframes, and continuous engagement with teachers are necessary for effective implementation of CCE. 相似文献
6.
The Validity of National Curriculum Assessment 总被引：3，自引：1，他引：3
Gordon Stobart 《British Journal of Educational Studies》2001,49(1):26-39
This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability'issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity'model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential'aspects are compounded. National Curriculum assessment also involves both Teacher Assessment and tests – each of which has strengths and limitations in relation to validity. The main finding is that the validity of National Curriculum assessment hinges on the balance between Teacher Assessment and testing. Between them they can meet Crooks et al.' s requirements of a valid assessment system. The current emphasis on the use of test results for school accountability and as a measure of national standards has undermined Teacher Assessment to a point at which the validity of the system is in question. 相似文献
7.
Juan F. Perellon 《Tertiary Education and Management》2013,19(4):279-298
Abstract National policy agendas for quality assurance in higher education (HE) are increasingly influenced by supra‐national trends and decisions. Taking Spain, Switzerland and The Netherlands as examples, the paper analyses how supranational trends are re‐interpreted at the national level and how recently formulated national policies combine the demands for cross‐national harmonisation with the long‐lasting influence of decisions and procedures run in the past in the domain of quality assurance. In this perspective, the paper argues that cross‐national policy harmonisation, a key prerequisite for the construction of the European Higher Education Area is challenged by the long‐lasting influence of national path dependent policies. 相似文献
8.
制定学校质量标准是促进教育质量提高、学校标准化建设和学校改进的重要手段。美国国家质量奖学校质量标准关注结果和过程的策划、设计与事实,重视评估学校发展目标的实现程度及服务对象的满意程度。美国国家质量奖学校质量标准对我国的启示在于:应制定具有广泛适应性的国家学校质量标准框架,推进《教育质量法》的颁布,重视学校的自评,并关注家长、学生和利益相关者的满意度。 相似文献
9.
David Gosling Vaneeta D'Andrea Richard Blackwell 《Tertiary Education and Management》2013,19(1):55-79
Abstract There has been a substantial and potentially significant shift in the UK approach to quality in higher education in the last few years. In England, Wales and Scotland there has been a growing interest in quality enhancement to supplement existing frameworks for quality assurance. In the words of the Chief Executive of the Quality Assurance Agency for Higher Education (QAA)1 Peter Williams, “We are now developing a more active strategy for our contribution to quality enhancement” [Williams (http://www.qaa.ac.ure/)]. In this paper, we consider the growing interest in, and attention to, ’quality enhancement’ in higher education at a national level in the UK. We trace the rise to prominence of the concept itself and briefly examine the landscape of agencies that have been funded to engage in quality enhancement activity. We then examine the trend towards greater collaboration between these agencies at a national level that led to the formal proposal to bring many of them together into a new national body, which is known as ‘The Higher Education Academy (Academy)’. We exemplify this collaborative trend by describing how, in the run up to establishing the Academy, the working relationship between two of these agencies the Learning and Teaching Support Network (LTSN) and the Teaching Quality Enhancement Fund (TQEF) National Co‐ordination Team (NCT) was facilitated. In the final part of this paper, we engage in a more speculative consideration of the nature of collaboration at a national policy level and relate this to the literature on change management. We look at the barriers to successful collaboration and the prospects for future collaborations in higher education policy agencies. 相似文献
10.
The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general
and special educators tailor more effective reading instruction for developing readers. The development process for this CBM
diagnostic reading assessment is described; the resulting assessment is presented; and preliminary data on its technical features
and utility are provided.
This research was supported in part by Grant #H324C000022 from the US Department of Education, Office of Special Education
Programs, and Core Grant #HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University.
Statements do not reflect the position or policy. 相似文献
11.
National policy agendas for quality assurance in higher education (HE) are increasingly influenced by supra-national trends
and decisions. Taking Spain, Switzerland and The Netherlands as examples, the paper analyses how supranational trends are
re-interpreted at the national level and how recently formulated national policies combine the demands for cross-national
harmonisation with the long-lasting influence of decisions and procedures run in the past in the domain of quality assurance.
In this perspective, the paper argues that cross-national policy harmonisation, a key prerequisite for the construction of
the European Area of Higher Education, is challenged by the long-lasting influence of national path dependent policies. 相似文献
12.
李高峰 《河北师范大学学报(教育科学版)》2012,14(6):79-82
美国《国家科学教育标准》倡导在课堂教学中实施形成性评价,形成性评价的一般模式,师生均需明确的问题:学生想达到什么目标?学生现在所处的是什么位置?如何能够达到目标?评价要遵循平等原则、有效性原则和可靠性原则。评价的重点要转向最被重视的内容、"活性"知识、科学理解力和推理能力、学生的进步和成绩及学习机会、学生自我评价以及教师参与外部评价。课堂评价还需要着力避免走进误区。 相似文献
13.
全面提升保教质量是我国新时代学前教育发展的政策导向和重点要求,而有效评估保教质量是提升工作的重要环节。分析和比较中国《幼儿园保育教育质量评估指南》与芬兰《早期教育与保育评估指南与建议》的异同,发现两国保教质量评估体现出相同的教育与评估理念、原则和方式,芬兰侧重于系统的评估组织架构和多元角色的参与。我国应完善国家学前教育监测系统、建立地方管理系统、重视多种角色合作。 相似文献
14.
The new National Policy on Education in Nigeria published in 1977 (and revised in 1981) gave a general framework for a reformed curriculum including significant structures in the Nigerian educational system. In the policy document there is the statement of the Government's intentions ‘that any existing contradictions, ambiguities and lack of uniformity in educational practices in the different parts of the Federation should be removed to ensure an even and orderly development of the country’.There is also a pronounced stress on the promotion of national unity as an essential objective of Nigerian education. The ‘Government considers it to be in the interest of national unity that each child should be encouraged to learn one of the three major languages other than his own mother-tongue. In this connection, the Government considers the three major lanugages in Nigeria to be Hausa, Ibo and Yoruba.’ The question is how near are we in achieving this ideal? What are some of the contradictions and ambiguities in this language policy? How much is the National Policy on Education contributing towards desirable uniformity and national unity?This paper analyzes the dilemma created by the English language and the mother-tongue aspect of the National Policy on Education. The language aspect is discussed here because the choice of language affects selection, integration and choice of curriculum content throughout the primary level and is of dominant importance in planning for the first school years. Language policies for education are highly charged with political issues and seldom if ever decided on educational grounds alone. When they are made, they are almost invariably subject to mistrust and misunderstanding by some sections of the community. It is virtually impossible to please everyone.This paper concludes that no solution can be ideal in a complex language situation like Nigeria. It is probable that there must be compromise between the national desire to promote the use of the mother-tongue in education and the generally accepted necessity to learn English at some stage. 相似文献
15.
DOING JUSTICE TO GEOGRAPHY IN THE SECONDARY SCHOOL: DECONSTRUCTION, INVENTION AND THE NATIONAL CURRICULUM 总被引：1，自引：0，他引：1
ABSTRACT: The subject of geography is declining in popularity at secondary school level and recent developments following the 'cultural turn' in Higher Education have had little impact in revitalising it. In this paper I explore the question: is there a problem with the school geography curriculum policy? After briefly sketching the history of the Geography National Curriculum policy (GNC), I focus on Caputo's (1997) commentary on Derrida and the idea of deconstruction and invention to explore the contemporary GNC policy text (1999) programme of study at Key Stage 3. 相似文献
16.
教育质量的学校影响因素是教育质量监测的重要组成部分.美国国家教育统计中心开展的"学校与教职人员调查"(Schools and Staffing Survey, SASS)为我国教育质量监测体系的建设提供了很好的借鉴.本文介绍和分析了SASS的目的、测试内容、测试组织、研究发现和对美国教育政策的影响,并提出了对我国基础教育质量评价的借鉴:将学校和教师调查纳入教育质量监测体系,满足国家和地方需求;将学校与教师调查的监测数据与其他教育信息系统数据有效链接,服务决策;发布中小学师资质量状况的监测报告. 相似文献
17.
Maria Wójcicka 《Higher Education in Europe》1995,20(1-2):52-58
The slow process of introducing a system of quality control and accreditation into Polish higher education since the political changes of 1990 is described. The decentralization of the state system of higher education in reaction to communist over‐centralization and the growing number of private institutions of higher education have made some system of quality control and accreditation operating at national level necessary. A TEMPUS project,” Advice for the Ministry of National Education on the Organization of a National Higher Education Accreditation Centre”, is described. The need for additional research on aspects of quality evaluation in higher education is recognized. 相似文献
18.
《Africa Education Review》2013,10(4):1-16
ABSTRACTSouth Africa's new occupational and vocational qualifications require assessment centres with a national footprint to conduct national summative assessments which are convenient and cost effective for learners. This new assessment process requires specialised facilities, but few current facilities can provide these. The research project proposed a model which is able to serve the needs of the quality assurance body and industry and be appropriate to the retail sector occupational qualifications. A qualitative method was used, involving a literature review and secondary data analysis; small focus groups; semi-structured interviews; and follow-up workshops to peer review the findings. The participants included industry experts, education providers and quality assurance experts. Two models were identified and considered, namely: Model A, which involves private businesses that can be accredited to become assessment centres; and Model B, which uses Technical Vocational Education and Training (TVET) colleges for all national assessments. The overall finding was that Model B is more suitable. 相似文献
19.
Aaron Koh 《Globalisation, Societies & Education》2006,4(3):357-370
This article discusses how the media and schools are used as disciplinary apparatuses to resist and work against globalisation in Singapore. Aihwa Ong calls the deployment of state ideological apparatuses, such as the media and schools, acts of ‘reassemblage’, when technocrats resort to assemble institutions, diverse Government practice and political values to engage in citizenship production. The National Education curriculum package introduced to Singapore schools is one example of ‘reassemblage’, which aims to reinvent subject‐citizens who are perceived as lacking cultural mooring and a national identity. I argue that in the context of globalisation, this cultural experimentation of constructing a national identity and creating a sense of belonging is fraught with ruptures, as ‘youthscapes’ and new communication technologies are potentially the liminal spaces where other sources of identities are up for grabs. These liminal spaces further allow youths to perform ‘elective belonging’ rather than a sense of belonging bound by the ‘national’ and ‘local’. 相似文献
20.
ABSTRACT This paper draws from a multi‐site qualitative case‐study research project entitled From Policy to Practice funded by the University of Exeter. The research sought to identify the impact that the Key Stage 3 tests would have on the working practices of eight heads of English departments and their staff in mixed maintained comprehensive schools in different regions of England. The paper begins by presenting the way that the national assessment system has undergone change since its inception, highlighting that the function of assessment is to act as the most significant indicator of a school's performance through government policy that promotes and prioritizes the measurement of pupils’ achievements through each key stage. The English teachers’ responses to the revisions of the English National Curriculum Programmes of Study are described and the paper documents the thoughts and feelings of these teachers as they had to try to make sense of the changes in their classroom working practices. They are articulate in categorizing those aspects of their pedagogical practice that the assessment process has stifled and those that the assessment process has encouraged. The paper then offers an interpretative analysis of the impact that the externally imposed curriculum and assessment changes have had on the teachers’ sense of being professionals. 相似文献