Session Information
23 SES 03 B, How is Evidence Based Governance Possible, Regarding Intransparent and Non-Intentional Coordination Dynamics in School Systems?
Symposium
Time:
2009-09-28
14:00-15:30
Room:
HG, HS 7
Chair:
Roman Langer
Discussant:
Roman Langer
Contribution
Despite that research has already shown that there is no simple linear relation between instructional experience and the results of standardized testing, student achievement data are frequently used all around the world to monitor school performance.
This leads directly to the following questions:
1)What are these test results evidence for, if not for the quality of schooling?
2) Are there (alternative, additional) parameters feasible which a) are evidence for the quality of a school and which b) can be attributed to what actually happened in teaching and learning at this site?
As we cannot yet rely on empirical research to provide sufficient answers to the second question, there is a need for new research strategies which aim at defining parameters for quality realistic to be met, geared to local conditions, broadly accepted and possible to be monitored. Such strategies have to consider a) the participation of the affected stakeholders, b) existing and potential capacities of a school and c) ensure external support to help schools develop mechanisms for meeting these parameters. The paper will discuss some options to meet these requirements drawing on recent research from different countries (Austria, Scandinavia, US, UK).
Method
Expected Outcomes
References
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