Studies in Educational Evaluation: SEE 2001: Vol 27 Index

6 Pages·2001·0.94 MB·English

Studies in
Educational
Evaluation
PERGAMON Studies in Educational Evaluation 27 (2001) V
www.elsevier.nl/stueduc
AUTHOR INDEX
Allummoottil J., 61 Lazarowitz R., 171
Ammar S., 259 Lokan J., 9
Bifulco R., 259 Marsh T. A., 61
Bos K., 43 Martens R., 245
de Mello e Souza A., 105
Cahan S., 127
Crespo M., 105 :
Cumming J. J., 211 Papanastasiou C., 1, 27
Plomp Tj., 43
Deliwe C., 61
Dori Y. J., 171 Rosenstein B., 373
Duncombe W., 259
Sleegers P., 331
Eilertsen T. V., 91 Smith K, 193, 315
Soares J. F., 105
Gabriel Elbaz J., 127 Stein S., 289
Geijsel F., 331
Glencross M., 61
Greenwood L., 9 Tat R. T., 171
Tillema H. H., 193
Trreevvii san M., 231
Henriksson W., 79
Hermans H., 245
Howie S. J., 61 Valdermo O., 91
Hughes C. A., 61 van den Berg R., 331
van den Bergh H., 351
Johnson R. L., 143
Wester A., 79
Kuhlemeier H., 351 Wolf A., 211
Kuiper W., 43 Wright R., 259

Studies in
Educational
Evaluation
PERGAMON
Studies in Educational Evaluation 27 (2001) VII-IX
www.elsevier.nl/stueduc
SUBJECT INDEX
Achievement gain, measurement of school effec- Co-ordination, departments, effectiveness 352,
tiveness 129 353, 355, 356
Adaptive teaching, innovation 334-344 Curricular materials, opportunity to learn 298
Adult literacy assessment 212 Curriculum, mathematics, TIMSS, Australia 12-14
Advanced Placement Examinations, item format Cyprus, efffect of attitudes and beliefs on math-
and gender differences in mathematics ematics achievement 27-39
achievement 79
African students, mathematics achievement 62-75
Departmental effectiveness, secondary edu-
Aggregation rules 264
cation 351-369
Alternative assessment system, project-
Distance education, prior knowledge _ assess-
based 171-188
ment 245
And rule 279
Dossier portfolio 194, 198
Assessment
portfolios 193-208
Ecological validity 316
prior knowledge, internet based 245-256
Effectiveness, schools
self-assessment 318
departments 351
user validity 316-330
measurement 127-140
Assessment coordinators, training needs 231-243
Employment, self-assessment, user validity
Assessment instrument, reality of develop-
315-330
ing 211-227
English as a foreign language
Attitude, mathematics achievement, TIMSS 19,
assessment instrument 211-227
24, 27-39, 70
self-assessment, user validity 315-330
Australia, mathematics achievement, TIMSS 3-5,
Essential Academic Learning Requirements
9-25
(EALRs) 233
Australian Second Language Proficiency Rating
Expert judgement
Scales (ASLPR) 213
fuzzy logic 274
Average rule 279
school rankings 264, 281
External evaluation 183
Basic Skills Agency (BSA) 211, 214
Beliefs, mathematics achievement 27-39 Family background, mathematics achievement,
Between-grade definition of school effective- TIMSS 4
ness 129-131, 134 South Africa 68
Books in the home, mathematics achievement, Feedback
South Africa 69 interactive using video 385
Brazilian National System of Evaluation of Basic portfolios 193-208
Education Focalization 382
context, origins and developments 105-109 Fourth Generation Evaluation 173
general aspects 114-118 Fuzzy logic, aggregate school outcome
impact on state educational management measures 271-282, 284-287
policies 113-114
methodology 109-113
Gender, mathematics achievement
relevance 118-121
Australia 18
significance of item format 79-88
Geography achievement, departmental effective-
Case study, performance assessment 179
ness 355-369
Community expert assessment 184
Concerns of teachers during innovation 331-350
Concerns-Based Adoption Model (CBAM) 332, Hermeneutics, video image 383
333, 342 Higher education, self-assessment, user validity
Constructivism, prior knowledge 246 315-330
VII Subject Index
IEA, TIMSS reports 5-7 Open University of the Netherlands (OUNL),
Implementation of innovations, meeting the con- internet based prior knowledge assessment
cerns of teachers 331-350 245-256
Indicators, school profiles 143, 145-148 Opportunity to learn (OTL)
identification 148 measure of policy effectiveness 289-309
input-outcome 150, 153-155 measuring 292
methods for summarizing data 156-159 Opportunity to learn standards, adaptive teach-
quality 149 ing 336, 337
research 161 Organisational effectiveness 353
stakeholder informational needs 151-153 Orrule 278
Industry-environment project, alternative assess-
ment 171,176
Paraprofessionals 293, 294, 297
Innovation, implementation, meeting the concerns
classroom curriculum 305
of teachers 331-350
rapport with students 301
Interactive feedback using video 385
Parents, school profiles 151
Internet, prior knowledge assessment 245-256
Parents’ education, mathematics achievement,
Interpersonal intelligence 326
South Africa 69
lowa Tests of Basic Skills (ITBS) 233
Performance, public schools, U.S. 259-287
PLSPATH, Australian TIMSS 23
Japan, effects of attitudes and beliefs on math-
Policy effectiveness, opportunity to learn as a
ematics achievement 27-39
measure 289-309
Portfolios 182
Language, mathematics achievement, TIMSS feedback in construction 193-208
19, 70, 72 Prior knowledge, internet based assessment
Language __ arts programs, opportunity’ to 245-256
learn 302 Program evaluation, video use 379-391
Language competency, assessment 212 Project-based alternative assessment system
Language learning, self-assessment 315-330 171-188
Learning portfolio 194, 198 Public schools, U.S., performance 259-287
LISTREL, attitudes and beliefs in mathematics
achievement 32, 33
Reading Recovery, opportunity to learn 293-309
Literacy, assessment 212-227
Reality 377
Low performance schools, identification 259-287
representations of 380
Reflection 373
Mathematics achievement, TIMSS kinds 375
attitudes and beliefs 27-39 promoting 378
internal and external factors 1-5 role of video 381-391
item format and gender differences 79-88 source 376
lower secondary level in Australia 9-25 Reflective portfolio 194, 198
middle school in South Africa 61-75 Reforms, performance-based 259
national option mathematics test 43-59 Reinforcement, mathematics achievement 38
Rendering 379, 380
Narrative 382
National option test for mathematics 43-59
SAEB Project 105-121
Netherlands, TIMSS national option mathematics
School assessment coordinators, training needs
test 43-59
231-243
School effectiveness
Open-book assessment 91 departments 351
assessment procedures 93 measurement 127-140
construction of exercises, assignments and process indicators 154
tests 98 School profiles 143-148
ecology of teaching and learning 97 designing for stakeholder audiences 159-160
impact on textbooks 100 implications 160
students’ reactions 95, 96 methods for summarizing data 156-159
varieties 99 purpose 148
Open Court 302-304 quality of indicators 149-155
Open notebook 99 stakeholder informational needs 151
Subject Index IX
School Report Card Project 144-147, 168 Test format, relationship with gender differtences
Schools, low performance, identifying 259-287 in mathematics achievement 79-88
Science-Technology-Society, project-based learn- Test of Adult Basic Education (TABE) 212
ing 171, 178, 187 Textbooks, open-book assessment 100
Self-assessment Text, video 381
project-based study 185 TIMSS, mathematics achievement
user validity 315-330 attitudes and beliefs 27-39
Self-concern 332, 333, 342 internal and external factors 1-5
Self Test 248 item format, gender differences 79-88
Socioeconomic status, mathematics achievement, lower secondary level in Australia 9-25
TIMSS 4 middle school in Soutrh Africa 61-75
Australia 19 national option mathematics test, Nether-
South Africa 68 lands 43-59
South Africa, mathematics achievement, Title 1 policy effectiveness 289
TIMSS 3-5, 61-75 opportunity to learn as a measure 291
Space, learning opportunities 299, 300
Stakeholders, school profiles 151
Standards United States
for assessment 213, 216 mathematics achievement
training needs of school assessment co- effect of attitudes and beliefs 27-39
ordinators in Washington State 231-243 interaction between item format and gender
Statistical control method, estimation of school differences 79-88
effectiveness 128, 134 school profiles 143
Streaming, Australia 10 User validity, self-assessment 316-330
Structural equation model, mathematics achieve-
ment 30
Support programme, implementation of innova- Validity of assessment 316
tion 335-344
Video, program evaluation 379-391
Teachers concerns of implementation of an
innovation 331-350 Washington Assessment of Student Learning
Teacher-student rapport, opportunity to (WASL) 233, 234
learn 301 Washington State, training needs of school
Tennessee Value-Added Assessment System assessment coordinators 231-243
(TVAAS) 159 Wordpower 214, 219