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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(3):251-255
Educational Assessment, Evaluation and Accountability - 相似文献
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M.C.M. Ehren J.E. Gustafsson H. Altrichter G. Skedsmo D. Kemethofer S.G. Huber 《比较教育学》2015,51(3):375-400
In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n?=?2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods. 相似文献
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本文以试卷库和问卷调查为基础应用统计分析的方法考察试卷库质量并研究影响教学质量的因素,以期了解到学生对各章节内容的掌握和得分情况,找到影响教学质量的主要因素,并以此分析学生的学习状态和学习质量。这将有助于教师对学生学习过程的了解和把握,也有助于提高自身的教学能力,为进一步提高教学质量提供定性与定量分析的理论依据。 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):151-153
Educational Assessment, Evaluation and Accountability - 相似文献
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Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2019,31(4):377-380
Educational Assessment, Evaluation and Accountability - 相似文献