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Open Data
Bayer, Sonja
Verschiedenartige Dokumente
| 2019
39116 Endnote
Autor*innen:
Bayer, Sonja
Titel:
Open Data
Erscheinungsvermerk:
Frankfurt am Main: DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, 2019 (Philip Stirm (Hrsg.): Die vielen Facetten von "Open Science")
URL:
https://dipfblog.com/2019/04/08/die-vielen-facetten-von-open-science/
Dokumenttyp:
5. Arbeits- und Diskussionspapiere; Stellungnahme/Positionspapier
Sprache:
Deutsch
DIPF-Abteilung:
Informationszentrum Bildung
Assessment and evaluation in educational contexts
Bayer, Sonja; Klieme, Eckhard; Jude, Nina
Sammelbandbeitrag
| Aus: Kuger, Susanne;Klieme, Eckhard;Jude, Nina;Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective | Cham: Springer | 2016
36701 Endnote
Autor*innen:
Bayer, Sonja; Klieme, Eckhard; Jude, Nina
Titel:
Assessment and evaluation in educational contexts
Aus:
Kuger, Susanne;Klieme, Eckhard;Jude, Nina;Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective, Cham: Springer, 2016 (Methodology of educational measurement and assessment), S. 469-488
DOI:
10.1007/978-3-319-45357-6_19
URL:
http://www.springer.com/de/book/9783319453569
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildungssystem; Qualität; Evaluation; Bewertung; Bildungsmonitoring; Schule; Lehrer; Schüler; Leistungsmessung; Durchführung; Umsetzung; Wirkung; Schülerleistungstest; Internationaler Vergleich; PISA <Programme for International Student Assessment>; TIMSS <Third International Mathematics and Science Study>; IGLU <Internationale Grundschul-Lese-Untersuchung>
Abstract (english):
For at least the past three decades, assessment, evaluation, and accountability have been major strands of educational policy and practice internationally. However, the available data on how exactly assessment- and evaluation-based policies are framed and implemented, or how they shape practices within schools, are still limited. This chapter addresses these issues with a broad focus that takes into account several perspectives on school evaluation and student assessment, together with everyday practices of teacher judgment and grading. First, we address assessment and evaluation practices for the purpose of educational system monitoring. Second, school evaluation practices, as well as the use of assessment and evaluation results at the school level, are discussed. A third perspective focuses on practices of teacher evaluation. Finally, practices of student assessment within schools and classrooms are examined. An international perspective is proferred that compares countries in regard to outcomes and procedures; an example of this latter is the way assessment is used and implemented. The instruments described and recommended in this chapter have implications for international research, as well as national studies. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Social background
Watermann, Rainer; Maaz, Kai; Bayer, Sonja; Roczen, Nina
Sammelbandbeitrag
| Aus: Kuger, Susanne;Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective | Cham: Springer | 2016
36703 Endnote
Autor*innen:
Watermann, Rainer; Maaz, Kai; Bayer, Sonja; Roczen, Nina
Titel:
Social background
Aus:
Kuger, Susanne;Klieme, Eckhard; Jude, Nina; Kaplan, David (Hrsg.): Assessing contexts of learning: An international perspective, Cham: Springer, 2016 (Methodology of educational measurement and assessment), S. 117-145
DOI:
10.1007/978-3-319-45357-6_5
URL:
http://www.springer.com/de/book/9783319453569
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Feldstudien; Schüler; Demografische Daten; Finanzen; Kulturelle Aktivität; Soziale Interaktion; Schule; Internationaler Vergleich; Schülerleistung; Leistungsmessung; Sozioökonomische Lage; Einflussfaktor; Theorie; Empirische Forschung; Eltern; Beruf; Klassifikation; Ranking; Bildungsniveau; Einkommen; Sozialkapital; Kulturelles Kapital; PISA <Programme for International Student Assessment>
Abstract (english):
Assessing and measuring students' social background characteristics and relating their background data to achievement is pervasive in international large-scale assessments (ILSAs). Our review focuses on two strains of research: the use of socio-economic status (SES) on the one hand, and the use of cultural and social capital on the other. With regard to SES, we provide a brief overview of theoretical concepts, contrasting unidimensional and multidimensional views. We discuss the variety of measures of SES that researchers use in their studies, highlighting the lack of consensus on their conceptual meaning and measurement. We then outline how key indicators of SES (e.g., parental occupation, parental education, parental income) are assessed in ILSAs. This is followed by a section on the quality of students' reports of parent's SES characteristics. With regard to cultural and social capital we discuss the mechanisms that underlie the relationship between social background and students' achievement. In addition, we give a brief overview of research applying the theory of cultural and social capital in the context of ILSAs. Finally, practical implications for the assessment of social background characteristics in ILSA are discussed, and recommendations are offered. Some of these background characteristics were tested in the PISA 2015 field trial. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation; Struktur und Steuerung des Bildungswesens
Teaching practices and pedagogical innovation. Evidence from TALIS
Vieluf, Svenja; Kaplan, David; Klieme, Eckhard; Bayer, Sonja
Monographie
| Paris: OECD Publishing | 2012
32826 Endnote
Autor*innen:
Vieluf, Svenja; Kaplan, David; Klieme, Eckhard; Bayer, Sonja
Titel:
Teaching practices and pedagogical innovation. Evidence from TALIS
Erscheinungsvermerk:
Paris: OECD Publishing, 2012
URL:
http://www.oecdbookshop.org/display.asp?K=5KG6VZ8CM9LV&LANG=en
Dokumenttyp:
1. Monographien (Autorenschaft); Monographie
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Internationaler Vergleich; Lehrer; Lehrerberuf; OECD-Länder; Pädagogisches Handeln; Professionalität; Statistische Methode; Unterricht
Abstract (english):
{Abstract_englisch}
DIPF-Abteilung:
Bildungsqualität und Evaluation
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