The Future of International Achievement Testing, Educational Policy Development, and Large-Scale Reform

2016 ◽  
pp. 195-203
Keyword(s):  
Educational Policy ◽  
Policy Development ◽  
Large Scale ◽  
Achievement Testing ◽  
The Future

scholarly journals Some Comments on Assessment in U.S. Education

1998 ◽  
Vol 6 ◽  
pp. 14 ◽  
Author(s):  
Robert Stake
Keyword(s):  
Educational Policy ◽  
Large Scale ◽  
Achievement Testing ◽  
American Education ◽  
Costs And Benefits

We do not know much about what assessment has accomplished but we know it has not brought about the reform of American Education. The costs and benefits of large scale mandated achievement testing are too complex to be persuasively reported. Therefore, educational policy needs to be based more on deliberated interpretations of assessment, experience, and ideology. Evaluation of assessment consequences, however inconclusive, has an important role to play in the deliberations.

Programme evaluation and educational policy development : an exploration

2021 ◽  
Author(s):  
◽  
Patricia Helen Jackman
Keyword(s):  
Educational Policy ◽  
Policy Development ◽  
Large Scale ◽  
Development Project ◽  
Programme Evaluation ◽  
Ministry Of Education ◽  
Research Division ◽  
Public Inquiry ◽  
Global Demand ◽  
The Relationship

<p>Programme evaluation in education began as a form of public inquiry and has developed into a tool for informing policy development. This process has accompanied the government's focus on outcomes rather than outputs and the current global demand for accountability. In recent years there has been an increase in the letting of contracts by the New Zealand Ministry of Education for the production of evidence to support educational policy and this has included the evaluation of programmes designed to improve teaching and raise student achievement.  The study reports the historical development of programme evaluation and the different schools of thought which have evolved. It outlines the management of formative programme evaluation within the Ministry of Education's Research Division and describes Rist's approach to policy making, used in the Numeracy Development Project. Two large-scale programmes, the Strengthening Education in Mangere/Otara (SEMO) Project and the Numeracy Development Project, are discussed as examples of initiatives involving programme evaluation. The results of both have informed policy and have been extended more widely. The relationship between research and programme evaluation is discussed with reference to the Performance-Based Research Fund.</p>

Programme evaluation and educational policy development : an exploration

2021 ◽  
Author(s):  
◽  
Patricia Helen Jackman
Keyword(s):  
Educational Policy ◽  
Policy Development ◽  
Large Scale ◽  
Development Project ◽  
Programme Evaluation ◽  
Ministry Of Education ◽  
Research Division ◽  
Public Inquiry ◽  
Global Demand ◽  
The Relationship

<p>Programme evaluation in education began as a form of public inquiry and has developed into a tool for informing policy development. This process has accompanied the government's focus on outcomes rather than outputs and the current global demand for accountability. In recent years there has been an increase in the letting of contracts by the New Zealand Ministry of Education for the production of evidence to support educational policy and this has included the evaluation of programmes designed to improve teaching and raise student achievement.  The study reports the historical development of programme evaluation and the different schools of thought which have evolved. It outlines the management of formative programme evaluation within the Ministry of Education's Research Division and describes Rist's approach to policy making, used in the Numeracy Development Project. Two large-scale programmes, the Strengthening Education in Mangere/Otara (SEMO) Project and the Numeracy Development Project, are discussed as examples of initiatives involving programme evaluation. The results of both have informed policy and have been extended more widely. The relationship between research and programme evaluation is discussed with reference to the Performance-Based Research Fund.</p>

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