Table Of Content

© Studies in Educational Evaluation PERGAMON Studies in Educational Evaluation 28 (2002) V www.elsevier.nl/stueduc AUTHOR INDEX Barnard Y. F., 269 Nasser F., 291 Bos K., 27, 79 Nevo D., 95 Calvete E., 239 Pietersen J. J., 7 Cheng S. K., 331 Pletinckx J., 355 Claassen A., 341 Plomp T., 1, 27, 79 Cline F. A., 107 Cole D. J., 133 Rafferty T. J., 133 Ramseier E., 47 Dekkers H., 341 Ryan C. W., 133 Dierick S., 307 DDoocchhyy FF.., J3. 07R. C., 153 Segers M., 355 Seng Q. K., 331 Sluijsmans D. M. A., 153 Fresko B., 291 Struyf E., 215 ner aa Tomlin J., 133 Hirakawa Y., 175 Tsai C.-C., 257 Howie S. J., 7 van Merriénboer J. J. G., 153 Koller O., 65 van Rooij J. C. G. M., 269 Kuiper W., 1, 27, 79 Vandenberghe R., 215 Veldhuis G. J., 269 Lens W., 215 Villa A., 239 Visscher A. J., 199 Moerkerke G., 153 Myford C. M., 107 Wai N.N., 175 Studies in Educational Evaluation PERGAMON Studies in Educational Evaluation 28 (2002) VIHI-IX www.elsevier.nl/stueduc SUBJECT INDEX Accountability, schools 96, 104 Dialogue evaluation Advanced mathematics, Germany 4, 65-78 internal/external school evaluation Age, maths performance 20-21 101-104 Archival materials, educational renewal project methodology 101, 102 evaluation 139-143 Dropouts 341-354 Artists, short-term educational programs Dutch National Educational Council 200 108-109, 115-116 Assessment see Evaluation Early school leavers 341-354 Attitudes Educational priorities policy (EPP) 342 South African maths students 21 Educational program evaluation 107-131, student ratings interpretation 291-305 355-372 Educational renewal projects 133-151 Belief systems, mathematical world views 4, Educational systems, Switzerland 48-50 65-78 Edumetrics 307-329 Burnout syndrome, teacher self-concept evalua- Emotional exhaustion, teachers 239-255 tion scale 239-255 Empirical covariance matrix 78 Expression skills 186-187 Carnegie Hall LinkUP! program 108-125 External school evaluation 95-106 The Central Council for Education 175 Classroom assessments 107-131 Feedback, student ratings interpretation Co-assessment 316-318 291-305 Cognitive determinants, academic achievement Final year students, maths/science literacy 65-67 7-25, 27-46 Cognitive structures, science students Flow map methods 257-268 257-268 Focus groups, educational renewal project Collaboration, educational renewal projects evaluation 138, 143-145 133-151 Formative evaluation 291 Communication France, school performance indicators 199, internal/external school evaluation 200 101-104 skills, peer assessment in problem-based Gender differences learning 161 maths/science literacy 35-37, 43 Comparative studies 1-93, 332-337 peer consultation 301-302 Conceptual level, internal/external evaluation TIMSS mathematics achievement 101 331-340 Consultation, student ratings interpretation Germany, mathematical world views 4, 291-305 65-78 Course evaluation Group work, peer assessment in problem- educational programs 107-131, 355-372 based learning 153-173 educational renewal projects 133-151 short-term educational programs Heteroscedasticity, maths students 18 107-131 Higher vocational education, peer assessment student ratings interpretation 296-301 in problem-based learning 163-168 technical training effectiveness 269-290 Human Sciences Research Council (HSRC) Curriculum, intended/implemented 2, 28, 9 86-90 IEA see International Association for the Data see Research data Evaluation of Educational Achievement Designing assessment instruments 107-131 Information processing, science students’ Developing countries, maths literacy 7-25 cognitive structures 264 Vill Subject Index Instructional improvement 291-305 Policymakers, early school leavers 342-343 Internal school evaluation 95-106 Political-ethical problems, school performance International Association for the Evaluation of indicators 205-206, 209-210 Educational Achievement (IEA) 1, 27, 28, Portfolio assessment 310-312 332 Problem-based learning 153-173, 175-198 International studies, maths/science literacy Process-oriented evaluation practice 228-230, 1-93, 332-337 231 Israel, school evaluation 99-100 Programs see Educational programs Public school performance indicators 199-214 Japan, problem-based learning evaluation 175-198 Quality assurance, program evaluation Judgment skills 184-186 355-372 Judgment-oriented evaluation practice Questionnaires 224-225, 231, 232-233 educational renewal project evaluation 138, 145 LinkUP! program (Carnegie Hall) 108-125 mathematical world views versus achieve- Literacy assessments ment 77 The Netherlands 27-46 peer assessment in problem-based learning science/maths students 1-93 161, 162, 169 South Africa 3, 7-25 problem-based learning evaluation 177 Switzerland 3, 4, 47-64 student ratings interpretation 291-305 student-oriented evaluation systems Maslach Burnout Inventory (MBI) 242 362-364 Mathematical world views (MWV) 4, 65-78 teacher self-concept evaluation 241, 245 Mathematics, gender differences in achievement 331-340 Ratings Mathematics Literacy Score (SCORE) 16-18, 19 assessment criteria 307-329 Mathematics and science literacy (MSL) 2 interpretation 291-305 The Netherlands 27-46 peer assessment 154-155, 157-159, South Africa 7-25 164-165, 170 Switzerland 3, 4, 54-56 Regression analysis 15-18 MBI see Maslach Burnout Inventory Reliability related assessment issues 320-321 Meta-listening techniques 257-268 Renewal projects 133-151 MSL see Mathematics and science literacy Research data Multi-collinearity, maths students 18 educational renewal project evaluation Multi-faceted educational renewal projects 135-147 133-151 gender in mathematics achievement Music teaching evaluation 107-131 332-336 MWV see Mathematical world views maths literacy 15-18, 25 peer assessment in problem-based learning The Netherlands 155-168 early school leavers 341-354 problem-based learning evaluation maths/science literacy 27-46, 79-94 177-193 school performance indicators 200-201 science students’ cognitive structures 258-265 OAT see OverAll Test short-term educational programs effective- Opportunity to learn variable 42, 44, 87 ness 118-124 OverAll Test (OAT) 312-314 student ratings interpretation 296-301 teacher self-concept evaluation scale Partnerships, educational renewal projects 241-248 133-151 teachers’ evaluation practice 221-232 Path analysis, mathematical world views technical training effectiveness 273-286 versus achievement 4, 70-71 TIMSS 2, 3, 15-18, 50-52 Peer assessment 153-173, 315-316 Responsibility for action, school evaluation Peer consultants, student ratings interpretation consequences 103-104 296-301 Performance indicators, public schools Sampling 199-214 educational renewal projects evaluation Plausible values techniques 69 136-138 Subject Index maths/science literacy 29-30, 50-52, 58 Teaching practices 215-238, 296-301 problem-based learning evaluation 178 Technical training 269-290 School accountability 96, 104 Technical-analytical problems, school perform- School career 42, 44 ance indicators 202-204, 207 School evaluation, internal/external 95-106, Thinking skills 181-184 199-214 Third International Mathematics and Science School leavers 341-354 Study (TIMSS) 1-93 School performance indicators (SPls) 199-214 gender difference 331-340 Science literacy see Mathematics and science Germany 65-78 literacy The Netherlands 3, 79-94 Science study, cognitive structures 257-268 South Africa 7-25 Science-Technology-Society (STS) 68 Switzerland 47-64 SCORE see Mathematics Literacy Score Scoring guides, short-term musical educational Thirty Townships Project (Nevo & Friedman, programs 109-118, 126 1999) 99, 100 Self-assessment TIMSS see Third International Mathematics schools 95-106 and Science Study students 154, 314-315 Track-grades anchoring, Dutch maths/science Self-concept, teachers 239-255 literacy 35-43 Sex see Gender TSCES see Teacher Self-Concept Evaluation Short-term educational programs 107-131 Scale Societal problems, school performance indicators 205-206, 209-210 Unemployment, early school leavers 349-352 Socioeconomic status, South African maths United States, science literacy 60 ~ students 19 University setting Solution-oriented evaluation practice 225-228, educational renewal projects 133-135 231 peer assessment in problem-based learning South Africa, maths literacy 2, 3, 7-25 155-163 SPls see School performance indicators Upper-secondary students, Switzerland Staff development, student ratings interpreta- 47-64 tion 296-301 Usability problems, school performance indi- Statistics see research data cators 204-205, 208-209 Stepwise regression analysis 17-18 STS see Science-Technology-Society Student-oriented evaluation systems 355-372 Validity related assessment issues 318-319 Summative evaluation 291 Vocational programs Switzerland, scientific literacy, upper-secondary Switzerland 51, 53, 54, 55-56, 58 students 3, 4, 47-64 technical training 269-290 Teacher Irrational Belief Scale 243 World views, mathematical 4, 65-78 Teacher Self-Concept Evaluation Scale (TSCES) Written student evaluation tests 216-219, 239-255 223-230, 232