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Data metrics in schools are becoming increasingly complex, but
despite their best efforts, teachers and academics generally find
them something of a 'black-box'. This book lifts the lid on that
box, exploring the provenance and problematization of existing
techniques and developing new algorithms for measuring the more
oblique aspects of in-school performance. Using contextual
value-added measures in England as a foundation - they have become
the template of choice for policy-makers around the world and a
basis for some excellent school effectiveness research - the book
explores the potential of performance and progress data to guide
student and teacher self-evaluation, to set targets and allocate
resources, to evaluate initiatives and identify good practice, to
assess and reward staff responsibility, and to inform policy in
relation to emerging issues like school choice, equality of
opportunity and post-compulsory progression. Chapters are sectioned
in three parts - 'Past', 'Present' and 'Future' - and cover: the
historical journey from raw-threshold to refined-contextual
measures of school effectiveness research and policy on pupil
attainment and value-added data the leading UK government and
Fischer Family Trust models issues relating to differential
effectiveness and the interpretation of data how best to blend data
from different sources new non-cognitive metrics for assessing
social and emotional aspects of learning (SEAL) and staff
responsibility managing data for school improvement and
understanding professional attitudes to it. Using Effectiveness
Data for School Improvement brings together for the first time in
one place the various metrics and models, and their basis in
research. A full technical specification is included so that both
'data experts' and 'data novices', academics and practitioners, can
use the book to understand and maximize what is potentially a
hugely transforming, but under-utilized, resource and an
increasingly important aspect to school and curriculum management.
Data metrics in schools are becoming increasingly complex, but
despite their best efforts, teachers and academics generally find
them something of a 'black-box'. This book lifts the lid on that
box, exploring the provenance and problematization of existing
techniques and developing new algorithms for measuring the more
oblique aspects of in-school performance. Using contextual
value-added measures in England as a foundation - they have become
the template of choice for policy-makers around the world and a
basis for some excellent school effectiveness research - the book
explores the potential of performance and progress data to guide
student and teacher self-evaluation, to set targets and allocate
resources, to evaluate initiatives and identify good practice, to
assess and reward staff responsibility, and to inform policy in
relation to emerging issues like school choice, equality of
opportunity and post-compulsory progression. Chapters are sectioned
in three parts - 'Past', 'Present' and 'Future' - and cover: the
historical journey from raw-threshold to refined-contextual
measures of school effectiveness research and policy on pupil
attainment and value-added data the leading UK government and
Fischer Family Trust models issues relating to differential
effectiveness and the interpretation of data how best to blend data
from different sources new non-cognitive metrics for assessing
social and emotional aspects of learning (SEAL) and staff
responsibility managing data for school improvement and
understanding professional attitudes to it. Using Effectiveness
Data for School Improvement brings together for the first time in
one place the various metrics and models, and their basis in
research. A full technical specification is included so that both
'data experts' and 'data novices', academics and practitioners, can
use the book to understand and maximize what is potentially a
hugely transforming, but under-utilized, resource and an
increasingly important aspect to school and curriculum management.
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