Educational Assessment Evaluation and Accountability

Publisher: Springer (Firm), Springer Verlag

Current impact factor: 0.69

Impact Factor Rankings

Additional details

5-year impact 0.69
Cited half-life -
Immediacy index 0.06
Eigenfactor 0.00
Article influence 0.18
Other titles Educational assessment, evaluation and accountability
ISSN 1874-8597
OCLC 316864809
Material type Periodical
Document type Journal / Magazine / Newspaper

Publisher details

Springer Verlag

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  • Classification
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Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers’ preferences for teacher performance measures and the possible reasons for their preferences. Considering the quantitative results, the surveyed Chinese teachers identified fulfillment of additional roles, collaboration with faculty and staff, and students’ test scores as the most important measures for performance evaluation. Qualitatively, the most important measures that the surveyed teachers reported were the teacher’s morality, workload, and students’ test scores.
    No preview · Article · Jan 2016 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use.
    No preview · Article · Jan 2016 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: This paper presents a single-country case study of the use of large scale assessment (LSA) data to generate actionable knowledge at school and system levels. Actionable knowledge is data-informed insight into school and system processes that can be used to direct corrective action. The analysis is framed from the perspective of the country’s evolving national policy on data use for educational improvement between 1990 and 2013. Trinidad and Tobago first participated in international large scale assessments (ILSAs) in 1991 but also developed a centralized system of national large scale assessments (NLSAs) in 2004. Analyses of both datasets consistently pointed to low quality and high inequality as the main actionable issues in the education system. NLSA data also hinted at notable variation in performance across schools and education districts. Analyses for and of policy point to the need for multiple school performance measures to better inform site-based, formative action. Over the period, actionable knowledge appears to have had greater impact at school level, with evidence being used by some low-performing schools to improve. However, at the system level, the frequent non-use and misuse of actionable knowledge suggest the need to promote and strengthen structures and processes related to evidence-informed policy-making.
    No preview · Article · Dec 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: One urban district in the state of Arizona sought to use an alternative achievement test (i.e., the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress for Primary Grades (MAP)) to include more value-added ineligible teachers in the districts’ growth and merit pay system. The goal was to allow for its K-2 teachers to be more fairly and inclusively eligible for individual, teacher-level value-added scores and the differential merit pay bonuses that were to come along with growth. At the request of district administrators, researchers examined whether the different tests to be used, along with their growth estimates, yielded similar output (i.e., concurrent-related evidence of validity). Researchers found results to be (disappointingly for the district) chaotic, without underlying trend or order. Using the K-2 test for increased fairness and inclusivity was therefore deemed inappropriate. Research findings might be used to inform other districts’ examinations, particularly in terms of this early childhood test.
    No preview · Article · Nov 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with challenges; psychometricians and educational researchers must work together with the early childhood community to develop these instruments. The purpose of this paper is to present a conceptual framework for the validation of such instrumentation and examine its implications for early childhood educators. We formulate a validity argument for early childhood assessments providing a pivotal link between validity theory and early education practice. Recommendations for the assessment field are also considered.
    No preview · Article · Nov 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: This paper presents the findings of a research project that examines how middle leaders in Singapore schools understand ‘quality education’ and how they think quality education can be achieved. From the perspective of these middle leaders, quality education emphasises holistic development, equips students with the knowledge and skills for the future, inculcates students with the right values and imbues students with a positive learning attitude. Quality education is delivered by good teachers, enabled by good teaching and learning processes and facilitated by a conducive learning environment. The challenge of achieving quality education is to find the balance between lofty ideals and ground realities. One critical implication of the research findings is that policymakers should appeal to the ideals of practitioners to drive change.
    No preview · Article · Nov 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: This international study investigated Chinese and American elementary school teachers’ perceptions of effective teaching. The sample comprised Chinese (n = 108) and US (n = 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge’s effective teaching theoretical framework. Research questions that guided this study were as follows: (1) what are the differences between the USA and China’s elementary school teachers’ perceptions regarding effective teaching? And (2) when comparing teaching experience, school location, and effective/ineffective teachers, what are the differences between the USA and China’s elementary school teachers’ perceptions on effective teaching? Statistically significant results were found when comparing nationality, teaching experience, school location, and effective/ineffective teaching. How these results related to the US and Chinese educational contexts with respect teaching and learning are discussed.
    No preview · Article · Oct 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.
    No preview · Article · Sep 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: The Common Core State Standards (CCSS) potentially shifts the way US schools approach teaching and learning. Research suggests that it is important to understand how educators view the CCSS and how they believe the CCSS may impact their practice. We developed and tested an instrument to investigate educator beliefs about the implementation of CCSS. We collected data from two samples of educators regarding their beliefs about the CCSS in mid-size school districts in California that had begun to introduce the CCSS. Our results indicate that the instrument consistently measured three interrelated, yet distinct, sub-constructs of educator beliefs about the CCSS implementation and that the sub-constructs are statistically significantly associated with trust, professional knowledge, and the pattern of CCSS-related professional interaction.
    No preview · Article · Aug 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: Accountability in education is not new. Schools have always been accountable in one way or another to the communities they serve, regardless of the policy environment of the time (Elmore, The Educational Forum, 69:134–142, 2005). This article explores how three principals from Ontario, Canada manage the tensions of multiple accountability systems in their work. Findings indicate that the principals were able to find ways to be accountable to a variety of communities and ideals by prioritizing and honoring local needs and beliefs within the larger provincial mandate. Principals could not ignore the various accountability pressures; indeed, their success hinged on the ability to negotiate them. This delicate balancing act requires school principals to develop skills necessary to successfully juggle these competing demands.
    No preview · Article · Jul 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.
    No preview · Article · Jun 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: International development organizations increasingly use “participatory development” approaches to improve the effectiveness of their programs. Participatory frameworks are commonly limited in scope and funder-driven; these top-down approaches to participation have proven to be both ineffective, and at times, contradictory in their impacts. This article describes Malawi’s Participatory Action for School Improvement (PASI) project, which was an effort to transform participatory development approaches in international development education by engaging communities as full partners in the school improvement process. By acknowledging our own ideological intentions and attempting to work with community leaders to shift power dynamics within communities and between communities and funding bodies, PASI fueled significant positive changes in school functioning at a very small cost. The article concludes that PASI might represent a generative community-level cash transfer approach to participatory development.
    No preview · Article · Feb 2015 · Educational Assessment Evaluation and Accountability
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    ABSTRACT: This commentary builds upon a very simple premise: Meeting the challenge of education quality around the globe depends first and foremost on the teacher in the classroom. It captures perspectives that are informed by over 25 years of work supporting and researching education quality and innovation in over 30 countries while working for international nongovernmental organizations, multilateral agencies, and academic institutions.Over this span, education reforms have come and gone while instructional styles have run the gamut from tyrannically teacher-centered to anarchically child-centered, and virtually every system has yielded brilliant graduates, poor ones, and most in-between. Along with such shifts have been transformations in countries’ learning goals, curricula, governance, texts, assessment methods, and many other factors. In all of this, however, the teacher has remained the one constant and critical element, whether embracing or withstanding the ever-shifting tides in the str ...
    No preview · Article · Feb 2015 · Educational Assessment Evaluation and Accountability