Assessing National Achievement Levels in Education
This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two imp...
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Washington, DC: World Bank
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2008/01/8865705/assessing-national-achievement-levels-education http://hdl.handle.net/10986/6904 |
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okr-10986-69042021-04-26T14:07:35Z Assessing National Achievement Levels in Education Greaney, Vincent Kellaghan, Thomas EDUCATION AND ECONOMIC GROWTH EDUCATION FOR ALL GLOBALIZATION HUMAN CAPITAL DEVELOPMENT NATIONAL AND INTERNATIONAL ASSESSMENTS QUALITY OF EDUCATION OUTCOMES EMPHASIS This introductory book describes the main features of national and international assessments, both of which became extremely popular tools for determining the quality of education in the 1990s and 2000s. This increase in popularity reflects two important developments. First, it reflects increasing globalization and interest in global mandates, including Education for All (UNESCO 2000). Second, it represents an overall shift in emphasis in assessing the quality of education from a concern with inputs (such as student participation rates, physical facilities, curriculum materials, and teacher training) to a concern with outcomes. This emphasis on outcomes can, in turn, be considered an expression of concern with the development of human capital in the belief (a) that knowledge is replacing raw materials and labor as resources in economic development and (b) that the availability of human knowledge and skills is critical in determining a country's rate of economic development and its competitiveness in an international market. The purposes and main features of national assessments are described in chapter 2. The reasons for carrying out a national assessment are considered in chapter 3, and the main decisions that have to be made in the design and planning of an assessment are covered in chapter 4. Issues (as well as common errors) to be borne in mind in the design, implementation, analysis, reporting, and use of a national assessment are identified in chapter 5. In chapter 6, international assessments of student achievement, which share many procedural features with national assessments (such as sampling, administration, background data collected, and methods of analysis), are described. 2012-06-01T18:46:51Z 2012-06-01T18:46:51Z 2008 http://documents.worldbank.org/curated/en/2008/01/8865705/assessing-national-achievement-levels-education 978-0-8213-7258-6 http://hdl.handle.net/10986/6904 English en_US National Assessments of Educational Achievement CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC: World Bank Publications & Research :: Publication Publications & Research :: Publication |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
EDUCATION AND ECONOMIC GROWTH EDUCATION FOR ALL GLOBALIZATION HUMAN CAPITAL DEVELOPMENT NATIONAL AND INTERNATIONAL ASSESSMENTS QUALITY OF EDUCATION OUTCOMES EMPHASIS |
| spellingShingle |
EDUCATION AND ECONOMIC GROWTH EDUCATION FOR ALL GLOBALIZATION HUMAN CAPITAL DEVELOPMENT NATIONAL AND INTERNATIONAL ASSESSMENTS QUALITY OF EDUCATION OUTCOMES EMPHASIS Greaney, Vincent Kellaghan, Thomas Assessing National Achievement Levels in Education |
| relation |
National Assessments of Educational Achievement |
| description |
This introductory book describes the
main features of national and international assessments,
both of which became extremely popular tools for determining
the quality of education in the 1990s and 2000s. This
increase in popularity reflects two important developments.
First, it reflects increasing globalization and interest in
global mandates, including Education for All (UNESCO 2000).
Second, it represents an overall shift in emphasis in
assessing the quality of education from a concern with
inputs (such as student participation rates, physical
facilities, curriculum materials, and teacher training) to a
concern with outcomes. This emphasis on outcomes can, in
turn, be considered an expression of concern with the
development of human capital in the belief (a) that
knowledge is replacing raw materials and labor as resources
in economic development and (b) that the availability of
human knowledge and skills is critical in determining a
country's rate of economic development and its
competitiveness in an international market. The purposes and
main features of national assessments are described in
chapter 2. The reasons for carrying out a national
assessment are considered in chapter 3, and the main
decisions that have to be made in the design and planning of
an assessment are covered in chapter 4. Issues (as well as
common errors) to be borne in mind in the design,
implementation, analysis, reporting, and use of a national
assessment are identified in chapter 5. In chapter 6,
international assessments of student achievement, which
share many procedural features with national assessments
(such as sampling, administration, background data
collected, and methods of analysis), are described. |
| format |
Publications & Research :: Publication |
| author |
Greaney, Vincent Kellaghan, Thomas |
| author_facet |
Greaney, Vincent Kellaghan, Thomas |
| author_sort |
Greaney, Vincent |
| title |
Assessing National Achievement Levels in Education |
| title_short |
Assessing National Achievement Levels in Education |
| title_full |
Assessing National Achievement Levels in Education |
| title_fullStr |
Assessing National Achievement Levels in Education |
| title_full_unstemmed |
Assessing National Achievement Levels in Education |
| title_sort |
assessing national achievement levels in education |
| publisher |
Washington, DC: World Bank |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2008/01/8865705/assessing-national-achievement-levels-education http://hdl.handle.net/10986/6904 |
| _version_ |
1764398725146345472 |