Session Information
23 SES 11 E, Studying Changing Governance Systems in European Education – Conceptual and Empirical Approaches
Symposium
Time:
2009-09-30
16:45-18:15
Room:
HG, HS 45
Chair:
Herbert Altrichter
Contribution
Most countries have some kind of education accountability system. Systems vary in for example standards, targets, types of evaluation methods and types of incentives used. This paper describes two aspects of accountability systems: systems using results of internal evaluations of schools to assess educational quality in schools and (validity of) indicators used to assess schools. These two aspects are expected to be important prerequisites for accountability systems to be effective. Accountability systems using internal evaluations are expected to stimulate quality assurance and educational governance in schools. Validity of indicators is important as (assessments of) indicators point responsible actors and stakeholders to aspects of their education that should be improved.
These assumptions will be explored, using data from Eurydice (2004), SICI (2001) and CPRE (2000) on educational accountability in Europe and the US. By relating the different types of accountability systems using internal evaluations and using different types of indicators and targets, to changes in TIMMS and NAEP grade-levels between 2000 and 2007, first insight is gained on the types of accountability systems that are most effective with respect to improvement of student achievement.
Method
Expected Outcomes
References
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