In response to the emerging need to develop teachers as professionals who evaluate their own work, this book presents the foundations of self-evaluation as well as self-evaluation models and tools that are likely to help educational practitioners to evaluate their own teaching, and thus raise the level of their professional functioning.
Drawing upon experiences at state and local level project evaluation, and based on current research in the professional literature, Payne presents a practical, systematic, and flexible approach to educational evaluations.
The goals and content for this book are derived from three important and ongoing efforts: to advance the institution of education and to promote educational opportunities to children and youth worldwide, to promote effective assessment policies and practices that enhance sound educational practice, and to address the need to develop tests and other assessment practices in less developed countries as well as to augment and alter a number of traditional assessment practices in developed nations.
The basic aim of this special issue is to focus on the profound change of tendency in education that is taking place at both the national and interna- tional level.
Recent changes in the world effected by the transformations of information technology, globalisation, and the move towards a knowledge economy over the last thirty years have been as radical and fundamental as the changes resulting from the invention of the wheel and the printing press.
When George Bernard Shaw wrote his play, Pygmalion, he could hardly have foreseen the use of the concept of the self-fulfilling prophecy in debates about standardized testing in schools.
Attempting fonnally to evaluate something involves the evaluator coming to grips with a number of abstract concepts such as value, merit, worth, growth, criteria, standards, objectives, needs, nonns, client, audience, validity, reliability, objectivity, practical significance, accountability, improvement, process, pro- duct, fonnative, summative, costs, impact, infonnation, credibility, and - of course - with the tenn evaluation itself.
Decision-Oriented Educational Research considers a form of educational research that is designed to be directly relevant to the current information requirements of those who are shaping educational policy or managing edu- cational systems.
Ingrained for many years in the science of educational assessment were a large number of "e;truths"e; about how to make sense out of testing results, artful wisdoms that appear to have held away largely by force of habit alone.
I personally learned to know Ralph Tyler rather late in his career when, in the 1960s, I spent a year as a Fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford.
In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs.
This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions.
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models.
EDITORS This introduction to the International Handbook of Educational Lead- ership and Administration describes some of the motivation for devel- oping the book and several assumptions on which is based much of the work represented in its 31 chapters.
Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S.
This book presents comprehensive results from case studies of three innovations in mathematics education that have much to offer toward understanding current reforms in this field.
This book offers current international initiatives, developed for working with children from "e;Birth to Eight"e; by a diverse group of noted professional authors.
This book explores teacher workplace learning from four different perspectives: social policy, international comparators, multi-professional stances/perspectives and socio-cultural theory.
