荷兰以数据为中心的学校自我评价:特点与前提

K. Schildkamp, A. J. Visscher
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引用次数: 4

摘要

基于数据的决策和学校自我评价是当今教育的重要主题。Schildkamp(2007)将学校自我评价定义为“一个由学校自身发起的涉及系统信息收集的程序,旨在评估学校的功能和教育目标的实现情况,以支持决策和学习,并促进学校整体改善”(第4页)。对(自我)评价效果的研究表明,自我评价可以提高学校质量(Schildkamp, Visscher, & Luyten)。在提高学生成绩水平方面(Tymms & Albone, 2002)。数据可以定义为“收集和组织的信息,以代表某些方面,例如,学校”(Lai & Schildkamp, 2012, p. 10)。如果数据(如学生成绩数据、学生作业制作等)
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites
Data-based decision making and school self-evaluation are important themes in education nowadays. Schildkamp (2007) defines school selfevaluation as “a procedure involving systematic information gathering that is initiated by the school itself and intends to assess the functioning of the school and the attainment of its educational goals for purposes of supporting decision making and learning and for fostering school improvement as a whole” (p. 4). Studies into the effects of (self)-evaluation have shown that self-evaluation can improve school quality (Schildkamp, Visscher, & Luyten, 2009) in terms of improved student achievement levels (Tymms & Albone, 2002). Data can be defined as “information that is collected and organized to represent some aspect of, for example, schools” (Lai & Schildkamp, 2012, p. 10). If the data (e.g., student achievement data, student work made in
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