| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 405-418 |
| Abstraksi Narasi | : | The focus of this article is one the implicaations of international assessments in setting world-class performance standarts. Illustrations of possible uses of results of recent international assessments as benchmarks agains which to compare the achievement of U. S. Students are presented. A distinction is made between defining a cutting score on an assessment and setting performance standards that indicate whether students have met established performance standards. Several characteristics of international assessments that affect their usefulness as the source of achievement benchmarks (e.g., the content coveraggge and weighting of the assessment tasks, the definition of the population to be assessed, and the quality of the samples obtained) are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 419-437 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 476-493 |
| Abstraksi Narasi | : | Increasingly, discussions of education reform end up in debate over how much money will be required to found it. although educators often argue for more funds and critics counter that school spending is already at an all-time high, neither group has looked systematically at the use of teachers, their most important and expensive resource, to support reform. A case study of Boston Public Schools shows how the specialization and fragmentation of teaching resources reduced the individual attention most student received and limited a school`s flexibility to respond to student needs. The analysis develops three measures that might be used as indicators of the size of opportunity for freeing teaching resources. It identifies four practices that together account for over 40% of Boston`s teaching resources and could provide significant opportunity to redirect resources to support reform. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 462-475 |
| Abstraksi Narasi | : | This is a companion article to "Teachers Who Interrupt Their Careers: Characteristics of Those Who Return to the Classroom," (Beaudin, 1993a). The research summarized in the prior article was directed at understanding the composition of the teacher "reserve pool" at the state level. It examined teacher characteristics, experience, subject-area specialty, and opportunity costs thst distinguished teacher characteristics, experience, subject-area specialty, and opportunity costs that distiinguished teachers who returned to public schools in Michigsn from those who did not. In the following article, the analysis is conducted at the district level. Using maximum likelihood longistic regression analysis, district and teacher characteristics are identified that differentiate teachers who return to the districts they left from those who return to other public school districts in the state. The findings show teachers return to the districts they left if the districts paid higher first-year salaries and had higher levels of educational funding and higher pupil-teacher ratios than other districts in the state. More experienced teachers who interrupted their careers for one year, females, older, and Black teachers were more likely to return to the districts they left than to other school districts. |
| Nama Pengarang | : | Resnick, Lauren B., Katherine J. Nolan, Daniel P. Resnick, Barbara Q. Beaudin, Karen Hawley Miles, Robert J. Mislevy, Baker, Eva L., Robert L. Linn |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 438-461 |
| Abstraksi Narasi | : | Recently, standards have become the currency of educstion reform efforts in the U.S. However, there is no international consensus consensus on what constitutes "world-class` education. The New Standards Project has designed research to describe standards in other countries by using the case-study approach of ethnography to collect data (e.g., curricula, texts, exams, student work, and professional views). the review/analysis of the data is organized by a set of fundamental questions, the answers to which constitute a contextuallized account of what students are expected to know and be able to do. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 280-294 |
| Abstraksi Narasi | : | This article summarizes two research efforts, both focusing on the mathematics assessments of the National Assessment of Educational Progress, that illustrate Leigh Burstein`s long-standing concern with the quality of information about the condition of education. the first examined nonresponse to NAEP test items; it found that omit rates were highest for difficult constructed response items and that African American and Hispanic students had higher omit rates than Whites. The second study evaluated the validity of the 1992 achievement level descriptions as characterizations of mathematics performance; it found that the descriptions and accompanying exemplar items were misleading. In response to these findings, a variety of recommendations were offered pertaining to test construction, standards setting, routine monitoring (and reporting) of data quality, and standards-based reporting of student performence. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 355-370 |
| Abstraksi Narasi | : | The California Learning Assessment System 1993 OTL Study allowed examination of the extent to which California public school mathematics teachers had been exposed to the practices consistent with those advocated in the California Curriculum Frameworks; the extent to which those teachers implemented these practices in their classrooms; and their impact on student performance in mathematics. The findings support the conclusion that curriculum and instruktion that require higher level skills benefit students` achievements. The data are the best available measures of California students` learning of higher level skills, and provide consistent information for discussion and debate among educators about reform strategies. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 337-353 |
| Abstraksi Narasi | : | To have meaningful policy implications, an (educational) indicator is placed in a particular context. Thatm is, within a mature set of indicators, each bears an understandable relationship to the health of the system and to each other so that together they can be viewed as amodel of the system (Burstein, Oakes, & Guiton, 1992). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 371-403 |
| Abstraksi Narasi | : | A set of methods is proposed for the analysis of opportunity to learn (OTL) inr relation to achievement in large-scale educational assessments. The focus is on how to assess the effect of OTL on performance while taking prior performance and other background factors into account. The methods are illuatrated with mathematics data from the National Assessment of Educational Progress and from the National Education Longitudinal Study. Methods are discussed for combinig OTL information, for studying the OTL sensitivity of test items, and for studying OTL effects in the context of multivariate proficiency scores as well as scores from several occasions. Implications for future large-scale educational assessments are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Evaluation and Policy Analysis |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 305-322 |
| Abstraksi Narasi | : | Opportunity to learn (OTL) is rare among the many concepts that education researchers use to depict the complexity of the schooling process. Although designed as a technical concept to ensure valid cross-national comparisons, OTL has changed how researchers, educators, and policymakers think about the determinants of student learning. this article examines the evolution of OTL from a research concept to a policy instrument. It describes OTL`s intellectual origins in the IEA studies and the role of OTL research in education indicator development. The article then outlines OTL`s emergence as a potential policy tool, and assesses its political and technical feasibility. |
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