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Using the Results of a National Assessment of Educational Achievement (National Assessments of Educational Achievement) PDF

188 Pages·2009·1.34 MB·English
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National Assessments of Educational Achievement VOLUME 5 Using the Results of a National Assessment of Educational Achievement Thomas Kellaghan Vincent Greaney T. Scott Murray Using the Results of a National Assessment of Educational Achievement National Assessments of Educational Achievement VOLUME 5 Using the Results of a National Assessment of Educational Achievement Thomas Kellaghan Vincent Greaney T. Scott Murray © 2009 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org E-mail: [email protected] All rights reserved 1 2 3 4 12 11 10 09 This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The fi ndings, interpretations, and conclu- sions expressed in this volume do not necessarily refl ect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this publication is copyrighted. Copying and/or transmitting por- tions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development / The World Bank encourages dissemination of its work and will normally grant permission to repro- duce portions of the work promptly. For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center Inc., 222 Rosewood Drive, Danvers, MA 01923, USA; telephone: 978-750-8400; fax: 978- 750-4470; Internet: www.copyright.com. All other queries on rights and licenses, including subsidiary rights, should be addressed to the Offi ce of the Publisher, The World Bank, 1818 H Street, NW, Washington, DC 20433, USA; fax: 202-522-2422; e-mail: pubrights@worldbank .org. Cover design: Naylor Design, Washington, DC ISBN: 978-0-8213-7929-5 eISBN: 978-0-8213-7966-0 DOI: 10.1596/978-0-8213-7929-5 Library of Congress Cataloging-in-Publication Data Kellaghan, Thomas. Using the results of a national assessment of educational achievement / Thomas Kellaghan, Vincent Greaney, T. Scott Murray. p. cm. — (National assessments of educational achievement ; v. 5) Includes bibliographical references and index. ISBN 978-0-8213-7929-5 (alk. paper) — ISBN 978-0-8213-7966-0 (electronic) 1. Educational tests and measurements. 2. Achievement tests. 3. Education and state. I. Greaney, Vincent. II. Murray, T. Scott. III. Title. LB3051.K189 2009 371.26′2—dc22 2009009954 CONTENTS FOREWORD xi ACKNOWLEDGMENTS xiii ABBREVIATIONS xv 1. FACTORS AFFECTING THE USE AND NONUSE OF NATIONAL ASSESSMENT FINDINGS 1 The Political Context of a National Assessment 3 Accountability 5 The Quality of the Assessment Instrument 15 Type of Assessment 17 Underuse of National Assessment Findings 20 Conclusion 24 2. REPORTING A NATIONAL ASSESSMENT: THE MAIN REPORT 29 Context of the National Assessment 31 Objectives of the National Assessment 31 Framework for the National Assessment 32 Procedures in Administration of the National Assessment 32 Description of Achievement in the National Assessment 33 Correlates of Achievement 37 Change in Achievement Over Time 42 Conclusion 45 v vi | CONTENTS 3. REPORTING A NATIONAL ASSESSMENT: OTHER INSTRUMENTS TO COMMUNICATE FINDINGS 47 Product Specifi cation Sheet 48 Briefi ng Ministers and Senior Policy Personnel 49 Publishing Summary Reports 50 Publishing Technical Reports 53 Publishing Thematic Reports 56 Securing Media Reports 56 Issuing Press Releases 58 Holding Press Conferences 62 Conducting Individual Briefi ngs 63 Posting Web Site Reports 63 Making Assessment Data Available 64 Other Dissemination Instruments 66 Conclusion 67 4. TRANSLATING ASSESSMENT FINDINGS INTO POLICY AND ACTION 69 Institutional Capacity to Absorb and Use Information 70 Trustworthiness and Relevance of Information Provided by an Assessment 71 Procedures to Identify Appropriate Policy or Action Following an Assessment 71 Determination of a Systemwide or Targeted Intervention 75 Complexity of Policy Formation and Decision Making 76 Conclusion 77 5. NATIONAL ASSESSMENT FINDINGS, POLICY, AND EDUCATIONAL MANAGEMENT 79 Describing Achievement 80 Describing Resources 81 Monitoring Achievement 82 Reviewing the Education System 84 Formulating General Policy and Assisting in Decision Making 84 Setting Standards 88 Providing Resources to Schools 90 Supporting Curriculum Revision 92 Revising Textbooks 94 Conclusion 95 CONTENTS | vii 6. NATIONAL ASSESSMENT FINDINGS AND TEACHING 97 Teachers’ Professional Development 98 Focus on Schools and Classroom Teaching 108 Conclusion 121 7. NATIONAL ASSESSMENT FINDINGS AND PUBLIC AWARENESS 125 Examples of the Use of Assessment Results to Inform the Public 127 The Role of the Media 129 Developing a Communication Strategy 130 Conclusion 132 8. TOWARD OPTIMIZING THE USE AND VALUE OF NATIONAL ASSESSMENTS 135 Optimizing the Use of National Assessment Findings 137 Developing National Assessments to Increase Their Value 139 Conclusion 146 REFERENCES 147 INDEX 163 BOXES 1.1 Issues on Which a National Assessment Can Throw Light 2 1.2 Evaluating Achievement on Limited Evidence 8 1.3 The Negative Effect of High-Stakes Accountability Uses 10 1.4 Assigning Accountability for Student Achievement 13 1.5 Shifting the Blame for School Failure 13 1.6 Two Uses of Data from an International Assessment 20 1.7 Extent of Use of National Assessment Results, Honduras 21 3.1 Summary Report of Illinois State Grade 4 Students’ Reading Achievement Levels on the 2007 NAEP: United States 51 3.2 Suggestions for Applying the PISA Approach to Teaching and Learning Mathematics: Ireland 52 3.3 Press Release Excerpt, NAEP: United States 60 3.4 Sample News Release: United States 61 3.5 Web Site, Mathematics Achievement in Primary Schools: Ireland 64 3.6 Site Map, NAEP Web Site: United States 65 viii | CONTENTS 5.1 Using Assessment Results to Promote Reforms: Dominican Republic 86 5.2 Myths about Education in the United States 87 6.1 Place-Value Matching Item: Pakistan 102 6.2 Use of National Assessment Findings to Improve Teacher Education: Minas Gerais, Brazil 106 6.3 Main Features of a Teacher In-Service Program Based on National Assessment Results: Uruguay 107 6.4 Poster Extract Published after National Assessment: Uganda 109 6.5 Mathematics Item 111 6.6 Recommendations Following a National Assessment in Mathematics, Grade 5: Ireland 114 6.7 Discussion Topics: National Assessment Results and School Effectiveness Variables 116 6.8 Discussion Topics: National Assessment Results and Teacher Effectiveness Variables 116 6.9 Discussion Topics: National Assessment Results and Individual Student and Family Factors Associated with Student Learning 117 7.1 Freedom of Information Laws 126 7.2 Agreements on the Release of National Assessment Results: Uruguay 127 7.3 Procedures to Maximize the Impact of National Assessment Findings 130 7.4 Brochure Cover for National Assessment, Ethiopia 133 FIGURES 2.1 Grade 4 Reading Skills and Strategies and Cut-Point Scores, by Benchmark Points, for the Combined Reading Literacy Scale, PIRLS, 2001 35 2.2 Percentages of Male and Female Students Achieving Mastery in National Assessment, Grade 4, by Curriculum Area: Sri Lanka 38 2.3 Percentages of Students Watching Television for Varying Amounts of Time, by Gender and Average Reading Score: Kuwait 38 2.4 Regional Differences in Achievement, Grade 4: Ethiopia 40 2.5 Mean Reading Test Scores of Students Plotted against Number of Books in the Home, Grades 1 and 5: Ireland 42

Description:
This book describes effective approaches to reporting and using data from national educational assessment exercises in order to improve the quality of students learning. Chapter 1 outlines some of the main factors affecting the utilization and non-utilization of national assessment findings. Chapter
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