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Standard Setting in Education - The Nordic Countries in an International Perspective (Hardcover, 1st ed. 2017): Sigrid... Standard Setting in Education - The Nordic Countries in an International Perspective (Hardcover, 1st ed. 2017)
Sigrid Bloemeke, Jan-Eric Gustafsson
R4,698 Discovery Miles 46 980 Ships in 12 - 19 working days

This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible. However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn - TEDS-M Results (Hardcover, 2014 ed.):... International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn - TEDS-M Results (Hardcover, 2014 ed.)
Sigrid Bloemeke, Feng-Jui Hsieh, Gabriele Kaiser, William H. Schmidt
R2,985 Discovery Miles 29 850 Ships in 10 - 15 working days

This book reviews the Teacher Education and Development Study: Learning to Teach Mathematics, which tested 23,000 primary and secondary level math teachers from 16 countries on content knowledge and asked their opinions on beliefs and opportunities to learn.

Standard Setting in Education - The Nordic Countries in an International Perspective (Paperback, Softcover reprint of the... Standard Setting in Education - The Nordic Countries in an International Perspective (Paperback, Softcover reprint of the original 1st ed. 2017)
Sigrid Bloemeke, Jan-Eric Gustafsson
R4,118 Discovery Miles 41 180 Ships in 10 - 15 working days

This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research. Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences of standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible. However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

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