MARC 主機 00000nam a2200409 a 4500
001 978-94-6300-453-4
003 DE-He213
005 20161227093705.0
006 m d
007 cr nn 008maaau
008 161227s2017 ne s 0 eng d
020 9789463004534|q(electronic bk.)
020 9789463004510|q(paperback)
020 9789463004527|q(hardback)
024 7 10.1007/978-94-6300-453-4|2doi
040 GP|cGP
041 0 eng
050 4 LB2822.75|b.M66 2017
082 04 370|223
245 00 Monitoring the quality of education in schools
|h[electronic resource] :|bexamples of feedback into
systems from developed and emerging economies /|cedited by
Vanessa Scherman, Roel J. Bosker, Sarah J. Howie
260 Rotterdam :|bSensePublishers :|bImprint: SensePublishers,
|c2017
300 viii, 204 p. :|bill., digital ;|c24 cm
505 0 Preface -- The Role of Monitoring in Enhancing the Quality
of Education -- Section 1: Conceptual Issues -- Feedback
of Monitoring Data and Its Role in Decision Making at
School and Classroom Level -- Understanding Monitoring
Systems in Different Contexts: A Focus on Curriculum
Development, Teacher Agency and Monitoring Systems: A
Proposed Monitoring System to Support Teaching and
Learning in a Changing Society -- Monitoring,
Accountability and Professional Knowledge: Reflections on
South African Schooling -- Monitoring and School Self-
Evaluation: Examples of and Implications for South Africa
-- Section 2: Worked Examples -- The Role of Feedback
Report Characteristics and User Professionalisation in
Using Student Monitoring Systems for Data-Driven Decision
Making -- Understanding Monitoring in the United Kingdom
Context -- Using Performance Monitoring Data for Teaching
Purposes: Evidence from the Netherlands -- Section 3:
System Level Monitoring -- Evidence from the Progress in
International Reading Literacy Study (PIRLS) and How
Teachers and Their Practice Can Benefit -- Teacher's
Competence and Performance and Its Effect on Pupil
Achievement in Upper Primary Education in Mozambique: What
Does SACMEQ Data Tell Us? -- Section 4: Future Pathways --
Frameworks for the Analysis of Monitoring Data Related to
Achievement -- Monitoring Systems for the Future: Success
in a Global Economy
520 The monitoring of quality has been part of the educational
landscape for many decades. Originally the need to monitor
arose as part of an economic process whereby policy makers
wanted to discern the return on investment in education.
This bottom line thinking, while still prominent, has
receded into the background in light of global changes and
the emergence of a global economy. Now in addition to the
question "what is the return on investment?", the more
important question is "are the students in schools ready
to participate in the economy of a 21st century society?".
This is underpinned by the inquiry into what knowledge and
competencies are required for students to participate
meaningfully in nation-building. This inquiry can only be
undertaken by means of monitoring, evaluating where the
students are and what is required so that students reach
their potential. In an ever-changing technologically-
oriented world the manner in which competencies and
knowledge are identified and how these need to be measured
and identified is important. In this book, the theory and
practice of underpinning the monitoring of the quality of
education is described. This is followed by a number of
practical examples, in the form of country case studies,
on how theory plays out in practice. The book further
provides common themes across developed and developing
emerging economies underscoring the need for approaches
which are locally relevant but internationally
transferable
650 0 Educational evaluation
650 14 Education
650 24 Education, general
700 1 Scherman, Vanessa
700 1 Bosker, Roel J
700 1 Howie, Sarah J
710 2 SpringerLink (Online service)
773 0 |tSpringer eBooks
856 40 |uhttp://dx.doi.org/10.1007/978-94-6300-453-4
