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This volume brings together educational effectiveness research and
international large-scale assessments, demonstrating how the two
fields can be applied to inspire and improve each other, and
providing readers direct links to instruments that cover a broad
range of topics and have been shown to work in more than 70
countries. The book's initial chapters introduce and summarize
recent discussions and developments in the conceptualization,
implementation, and evaluation of international large-scale context
assessments and provide an outlook on possible future developments.
Subsequently, three thematic sections - "Student Background",
"Outcomes of Education Beyond Achievement", and "Learning in
Schools" - each present a series of chapters that provide the
conceptual background for a wide range of important topics in
education research, policy, and practice. Each chapter defines a
conceptual framework that relates recent findings in the
educational effectiveness research literature to current issues in
education policy and practice. These frameworks were used to
develop interesting and relevant indicators that may be used for
meaningful reporting from international assessments, other
cross-cultural research, or national studies. Using the example of
one particular survey (the Programme for International Student
Assessment (PISA 2015)), this volume links all theoretical
considerations to fully developed questionnaire material that was
field trailed and evaluated in questionnaires for students and
their parents as well as teachers and principals in their schools.
The primary purposes of this book are to inform readers about how
education effectiveness research and international large-scale
assessments are already interacting to inform research and
policymaking; to identify areas where a closer collaboration of
both fields or input from other areas could further improve this
work; to provide sound theoretical frameworks for future work in
both fields; and finally to relate these theoretical debates to
currently available and evaluated material for future context
assessments.
This book addresses challenges in the theoretically and empirically
adequate assessment of competencies in educational settings. It
presents the scientific projects of the priority program
"Competence Models for Assessing Individual Learning Outcomes and
Evaluating Educational Processes," which focused on competence
assessment across disciplines in Germany. The six-year program
coordinated 30 research projects involving experts from the fields
of psychology, educational science, and subject-specific didactics.
The main reference point for all projects is the concept of
"competencies," which are defined as "context-specific cognitive
dispositions that are acquired and needed to successfully cope with
certain situations or tasks in specific domains" (Koeppen et al.,
2008, p. 62). The projects investigate different aspects of
competence assessment: The primary focus lies on the development of
cognitive models of competencies, complemented by the construction
of psychometric models based on these theoretical models. In turn,
the psychometric models constitute the basis for the construction
of instruments for effectively measuring competencies. The
assessment of competencies plays a key role in optimizing
educational processes and improving the effectiveness of
educational systems. This book contributes to this challenging
endeavor by meeting the need for more integrative,
interdisciplinary research on the structure, levels, and
development of competencies.
Non scholae, sed vitae... ? Institutions for and processes of
out-of-school education are of growing importance in modern
societies. This is the case not only with a view to the scale of
the (public or private) range of education but also with a view to
the need, i.e., from families that are ambitious with a view to
education and training. The contributions deal with the importance,
the impact, as well as the future of out-ofschool
education-processes as well as institutions- from eight different
European countries.
This book addresses challenges in the theoretically and empirically
adequate assessment of competencies in educational settings. It
presents the scientific projects of the priority program
"Competence Models for Assessing Individual Learning Outcomes and
Evaluating Educational Processes," which focused on competence
assessment across disciplines in Germany. The six-year program
coordinated 30 research projects involving experts from the fields
of psychology, educational science, and subject-specific didactics.
The main reference point for all projects is the concept of
"competencies," which are defined as "context-specific cognitive
dispositions that are acquired and needed to successfully cope with
certain situations or tasks in specific domains" (Koeppen et al.,
2008, p. 62). The projects investigate different aspects of
competence assessment: The primary focus lies on the development of
cognitive models of competencies, complemented by the construction
of psychometric models based on these theoretical models. In turn,
the psychometric models constitute the basis for the construction
of instruments for effectively measuring competencies. The
assessment of competencies plays a key role in optimizing
educational processes and improving the effectiveness of
educational systems. This book contributes to this challenging
endeavor by meeting the need for more integrative,
interdisciplinary research on the structure, levels, and
development of competencies.
This volume brings together educational effectiveness research and
international large-scale assessments, demonstrating how the two
fields can be applied to inspire and improve each other, and
providing readers direct links to instruments that cover a broad
range of topics and have been shown to work in more than 70
countries. The book's initial chapters introduce and summarize
recent discussions and developments in the conceptualization,
implementation, and evaluation of international large-scale context
assessments and provide an outlook on possible future developments.
Subsequently, three thematic sections - "Student Background",
"Outcomes of Education Beyond Achievement", and "Learning in
Schools" - each present a series of chapters that provide the
conceptual background for a wide range of important topics in
education research, policy, and practice. Each chapter defines a
conceptual framework that relates recent findings in the
educational effectiveness research literature to current issues in
education policy and practice. These frameworks were used to
develop interesting and relevant indicators that may be used for
meaningful reporting from international assessments, other
cross-cultural research, or national studies. Using the example of
one particular survey (the Programme for International Student
Assessment (PISA 2015)), this volume links all theoretical
considerations to fully developed questionnaire material that was
field trailed and evaluated in questionnaires for students and
their parents as well as teachers and principals in their schools.
The primary purposes of this book are to inform readers about how
education effectiveness research and international large-scale
assessments are already interacting to inform research and
policymaking; to identify areas where a closer collaboration of
both fields or input from other areas could further improve this
work; to provide sound theoretical frameworks for future work in
both fields; and finally to relate these theoretical debates to
currently available and evaluated material for future context
assessments.
Vor dem Hintergrund DFG-geforderter Grundlagenforschung reflektiert
das Sonderheft den aktuellen Stand der Diskussion um Kompetenzen
und Kompetenzmodelle in Deutschland. Die Autoren der Beitrage sind
fuhrende Vertreter der Bildungsforschung, die sich aus
erziehungswissenschaftlicher, psychologischer und fachdidaktischer
Perspektive mit Fragen der Erfassung individueller Lernergebnisse
und der Bilanzierung von Bildungsprozessen befassen."
In der Reihe der thematischen Berichte zur PISA-2000-Studie geht
dieser Band der Frage nach, wie die Problemlosekompetenz von
Jugendlichen im Rahmen von large-scale assessments definiert und
erfasst werden kann. Es werden analytische von dynamischen Aspekten
der Problemlosekompetenz unterschieden. Fur die Erfassung
analytischer Aspekte werden Papier-und-Bleistiftverfahren
entwickelt und evaluiert, dynamische Aspekte werden mittels
computergestutzter Verfahren erhoben. Zudem wird ein Verfahren zur
Erfassung kooperativen Problemlosens vorgestellt. Die
Kompetenzstruktur des Problemlosens wird im Zusammenspiel mit
schulischen Kompetenzen und familiaren Merkmalen analysiert.
Der Bildungsbericht fur Deutschland: liefert einen systematischen
Gesamtuberblick uber die derzeitige Situation des deutschen
allgemein bildenden Schulwesens.
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